Students' Perspectives on the Factors Affecting Classroom Participation in English Language Classes

Jul 11, 2026

Uploaded by Eden

This graduation project investigates students’ views on how classroom attendance and participation influence English language classes, with emphasis on psychological, instructional, social, cultural, and environmental factors. A quantitative approach surveyed 55 language learners using a 27-item Likert-scale questionnaire across four domains: personal factors, teacher-related factors, classroom setting, and curriculum/content. Results indicate classroom climate and individual factors are main barriers, while teacher-related and curriculum/content factors are not significant. The strongest obstacle is fear of making mistakes, suggesting participation is limited more by affective and situational conditions than by linguistic competence.

LanguageEnglish

CategoryResearch & Report

FormatDOCX

Pages30

Reading Time1 h 16 min

AccessFree to download

Acknowledgements

Abstract

Chapter One: Introduction

Republic of Iraq Ministry of Higher Education and Scientific Research University of Tikrit College of Education for Humanities Department of English Students’ Perspectives on the Factors Affecting Classroom Participation in English Language Classes A Graduation Project Submitted to The Council of the College of Education for Humanities, University of Tikrit, in Partial Fulfillment of the Requirements for the Degree of Bachelor’s By Dini Mohammed Anwar Supervised By: Assist. Lecturer. Israa Bahram 2026. A.D 1447. A. H {وَقُل رَّبِّ زِدْنِي عِلْمًا} (صدق الله العظيم) طه: [144] In the name of Allah, The Most, Gracious, The Most Merciful “and say, My Lord, increase me in knowledge.” God Almighty has spoken the truth (Sura: Ta-Ha, Aya: 144) The current research paper is dedicated to my parents, who have been a pillar in my academic life through their support, patience, and encouragement, always. I also devote this to my family and friends who provide my motivation and confidence in my abilities. Lastly, I would like to offer this research to my teachers and professors who assisted and provided much valuable information to the finalization of this research. Additionally, I dedicate this work to my beloved family for their constant encouragement, moral support and belief in me ACKNOWLEDGEMENTS I wish to thank and fully appreciate my supervisor, Assist. Lecturer. Israa Bahram and her very precious guidance, constant support, and academic supervision during the process of writing and completing this research. Her critical feedback, informative suggestions and constant motivations significantly worked towards enhancing the excellence of this research. Her effort, patience and educational skills contributed a great deal into steering this research to the path of success. I also owe the academic staff of the department a favourable learning experience along with their rich knowledge, tips and support toward my academic life. The teaching and mentoring practice I experienced has influenced my academic growth. I would like to give special credit to my family who supported me, understood, and encouraged me in my studies indefinitely. Their morality and faith in me have always acted as a strength and motivational factor. Lastly, I would wish to express gratitude to all the people involved in the actual or indirect manner in the completion of this study. Any help, guidance or support that is provided on this journey is highly welcome. Abstract This paper examines the views of the students on the influences of classroom attendance on English language classes with special attention to psychological, instructional, social, cultural, and environmental factors. A quantitative method was applied to collect data in the form of 55 language learners using a 27-item Likert-scale survey in four domains, namely, personal factors, teacher-related factors, classroom setting, and curriculum/content. The results show that the classroom climate (mean = +0.13) and individual factors (mean = +0.03) are viewed as the main barriers to participation, and the teacher-related (mean = -0.23) and curriculum/content (mean = -0.31) factors are not considered to be the significant barriers. In terms of item level, the fear of making mistakes was the most powerful obstacle (mean = +0.62), then came preference to listening more than speaking and the absence of classroom interactivity. On the other hand, the idea that the students cannot participate because of their language deficiency or motivation was largely disapproved. The findings point to the role of participation as being rather limited to the affective and situational factors than to the linguistic competence. The paper emphasizes the need to design interactive, supportive, and student-centered classroom learning in a manner that would enhance engagement. The practical implications involve encouragement of group-based act

FAQs

What factors does the study examine regarding classroom participation in English language classes?

The study examines psychological, instructional, social, cultural, and environmental factors affecting students’ participation in English language classes.

How was the data collected and analyzed?

Data were collected from 55 language learners using a 27-item Likert-scale survey across four domains: personal factors, teacher-related factors, classroom setting, and curriculum/content.

What is the most significant obstacle to student participation according to the results?

Fear of making mistakes is identified as the most powerful obstacle. Students also show preference for listening over speaking and report low classroom interactivity.

Jul 11, 2026

Uploaded by Eden