Unheard or Unwilling? Exploring the Dynamics of Silence and Silencing in Saudi Female EFL Classrooms

ABSTRACT This study explores the complex phenomenon of learner silence and silencing among Saudi Arabian female university students in English as a Foreign Language (EFL) classrooms. Using a mixed‐methods approach, data were collected through structured observations of 72 students across three English classes, semi‐structured interviews with four EFL instructors, and a focus group discussion with five students. Rather than viewing silence as a passive or empty void, the study challenges conventional narratives by framing it as both an agentive and communicative act. The findings reveal that silence—whether intentional or unintentional—is deeply embedded in students’ socioemotional experiences, power negotiations, and pedagogical interactions. Intentional silence emerges as a strategic choice made by students to manage classroom dynamics, resist teacher authority, reflect internally, or protect their linguistic identity. On the other hand, unintentional silence often stems from psychological and emotional factors such as anxiety, low confidence, confusion, or fear of making mistakes—barriers that limit learners’ capacity to participate actively. The study underscores that reinterpreting silence in all its forms can foster more inclusive pedagogical practices, shifting classroom dynamics from reinforcing power asymmetries to leveraging silence as an alternative mode of participation. By acknowledging its diverse communicative functions, educators can cultivate more responsive and empowering classroom environments that validate students’ varied forms of agency and engagement.