Exploring the Factors behind Students' Reluctance to actively participate in EFL classrooms: a case of Kabul Education University

Communicative Language Teaching (CLT) emphasizes active student engagement in the learning process. However, many teachers report that their students remain largely silent in EFL classrooms, demonstrating passive participation. A significant number of students are reluctant to engage, even when they know the answers to questions but struggle to express their thoughts. This study investigated the psychological, linguistic, and contextual factors contributing to student reluctance in EFL classroom discussions at Kabul Education University. Using a quantitative survey design, data were collected from 100 undergraduate EFL students through a 26-item questionnaire employing a 5-point Likert scale. Results revealed that lack of vocabulary (M=4.63, 93% agreement) emerged as the highest-ranking barrier, followed by fear of making mistakes (M=4.60, 92%) and fear of losing face (M=4.51, 90%). Additional significant barriers included lack of confidence (M=4.41), limited English practice opportunities outside the classroom (M=4.53), and anxiety over public error correction (M=4.06). The study offers five evidence-based pedagogical implications: reconceptualizing error correction to preserve face, restructuring classroom interaction to prioritize small-group formats, prioritizing vocabulary development, cultivating teacher interpersonal warmth, and creating low-stakes English exposure opportunities.