Beyond Silence: EFL Teachers' Insights into Students' Shyness in Speaking Activities

Abstract

This study investigates how EFL teachers perceive and respond to students’ shyness in speaking activities at the secondary school level. The research addresses the problem of speaking reluctance among EFL learners, particularly how shyness influences classroom participation and oral performance, and how teachers interpret and manage this psychological barrier in instructional contexts. A qualitative narrative inquiry design was employed to capture teachers’ lived experiences and professional reflections. Four female EFL teachers from a public secondary school in Malang, Indonesia, were selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis following Braun and Clarke’s framework. Member checking was conducted to enhance credibility and trustworthiness.The findings indicate that teachers clearly recognize physical and behavioral manifestations of shyness, including blushing, trembling, gaze avoidance, and avoidance behaviors. Shyness was perceived as a multifaceted construct shaped by internal factors (e.g., introversion, fear of negative evaluation, low self-confidence, limited proficiency, and low motivation) and external factors (e.g., limited exposure to English and peer mockery). To mitigate these challenges, teachers implemented strategies such as small-group discussions, role plays, code-switching, motivational reinforcement, gentle corrective feedback, and drilling exercises. The study concludes that addressing shyness requires supportive classroom environments and adaptive pedagogical strategies that integrate emotional, social, and linguistic considerations to enhance students’ speaking confidence and participation.