THE POWER OF SILENCE IN ENGLISH LANGUAGE TEACHING: RETHINKING SPEAKING-CENTERED CLASSROOMS

Abstract

In English language teaching, speaking is often viewed as the primary indicator of successful learning. As a result, silence in the classroom is frequently interpreted as a sign of weakness, low proficiency, or lack of motivation. This article challenges that assumption by examining silence as a meaningful and pedagogically valuable component of English language learning. Drawing on theories of reflective learning, affective factors, and learner psychology, the paper argues that silence can facilitate deeper cognitive processing, reduce anxiety, and support language development. Practical strategies are provided to help English teachers use silence intentionally and productively in EFL classrooms.