Abstract

Aim. This qualitative study explores the affective, cognitive, and behavioural factors influencing students’ reticence in English language classrooms and subsequent potential coping strategies. Methods. Data was collected from 472 Thai university students using open-ended questions and semi-structured interviews, and then thematically analysed. Results. The findings revealed that students’ reticence is likely to be contributed by affective factors such as perceived lack of confidence, fear of peer judgment, shyness and anxiety, dislike of the English language, and lack of rapport with peers; cognitive factors like difficulty in understanding teachers’ questions, translating thoughts into English, and limited English proficiency; and behavioural factors such as teachers’ inappropriate approach. However, these factors could be reduced through effective collaboration among students (e.g., being mindful and seeking comfort in making mistakes), peers (e.g., supporting each other), and teachers (e.g., frequent encour-agement, alternating between L1, positive reinforcement, and adopting a progressive questioning approach) Conclusion. The study concludes with potential theoretical and practical implications in the field of foreign language education.