CULTURAL AND PSYCHOLOGICAL ROOTS OF PEER NON-RESPONSIVENESS: A PHENOMENOLOGICAL STUDY IN ENGLISH AS A FOREIGN LANGUAGE CLASSROOMS

Abstract

This research examines the psychological and cultural aspects that affect students' indifference towards or lack of response to their classmates' comments in English as a foreign language classroom in Vietnam. Data were gathered via a qualitative phenomenological approach through semi-structured interviews with five final-year English language students at a college. The investigation revealed three primary categories of factors contributing to the avoidance of peers' input. The first factor is the passive learning habit rooted in cultural roots, shaped by a conventional school environment that prioritizes conformity and the avoidance of disagreement.  Psychological impediments, including uneasiness while expressing oneself, fear of adverse judgment, and a deficiency in self-confidence, represent the second category. The third factor is a classroom climate that fails to provide psychological safety. Alongside evaluating the present circumstances, students suggested several enhancements, such as modifying the asking technique, facilitating more adaptable study groups, and fostering a welcoming and open learning environment. The research enhances empirical insights into learning behavior within certain cultural settings and offers a practical foundation for educators to develop more suitable interactive activities in English as a foreign language classroom.