Impacts of reticence on Thai pre-service teachers' oral English communication skills

This study investigates reticence, defined as a student's reluctance to engage in English, and its impact on Thai pre-service teachers’ (N=30) English oral communication skills. Despite years of study, a significant number of students in Thai EFL classrooms are still hesitant to speak English. The study examines 30 undergraduate pre-service teachers (Years 2–3, B.Ed.) from Nakhon Pathom Rajabhat University. All participants had 10+ years of English study and completed at least one EAP course. Data were collected via Likert-scale questionnaires adapted from prior literature. The findings of the current study revealed that most of the students prefer silent compliance over active avoidance, but anxiety peaks during forced participation. Additionally, students said they felt nervous, scoring an average of 3.8, which was closely linked to their tendency to avoid participating, with a correlation of 0.67 (p<0.01). Most students (72% agreement) felt judged by their classmates and criticized by their teachers, scoring an average of 3.6 on question 27, which were significant obstacles. Focusing on these challenges requires a balanced approach, pointing to enhancing students' language proficiency and motivation, creating supportive environments, providing frequent speaking opportunities, and designing relevant, engaging, and accessible learning materials. Implementing these strategies can facilitate a more active and confident use of English in the classroom and alleviate anxiety. Limitations include sample size and self-report bias, suggesting the need for further research.