CAUSES OF PASSIVITY AND RELUCTANCE IN SPEAKING ENGLISH AT THE UNDERGRADUATE LEVEL IN BALOCHISTAN

Abstract

This study analyzes the reasons of reluctantance and passivity while using English in undergraduate classrooms and discusses the appropriate approaches to ensure a high level of participation by the passive learners. The sample consisted of 70 individuals (35 males and 35 females) enrolled in 4th, 6th, and 8th semesters students. A mixed-method approach was chosen in which quantitative data were analyzed using structured questionnaires and qualitative data were analyzed using semi-structured interviews. The quantitative findings demonstrated that low self-confidence, fear of mistakes, pronunciation problems, and peer judgment pressure were the psychological factors that significantly influenced the willingness of students to speak English. Moreover, environmental factors such as lack of speaking chances, lecture-based teaching strategies, and unsupportive classroom environment also discouraged participation. The qualitative thematic analysis helped to make these findings, and it also showed that students liked interactive teaching methods, group discussions, pronunciation workshops, and constructive feedback. These findings are beneficial to both students and policy makers seeking to improve the English language proficiency and academic engagement in non-native settings.