Exploring Classroom Participation in Mizoram: The Impact of Educational Structures and Cultural Norms

This study explores the factors contributing to low classroom participation among undergraduate students in Mizoram, a state in Northeast India. Grounded in Vygotsky’s sociocultural theory, the research aims to understand the interplay of cultural, societal, and educational influences affecting students in an English as a Second Language (ESL) context. Using thematic analysis on interviews conducted with university professors, multiple key factors were identified, including teacher-centred teaching practices, fear of peer rejection, language barriers, and the exam-oriented educational system. The cultural norm of "Tlawmngaihna," a fundamental value in Mizo culture which emphasizes humility and altruism, was found to play a critical role in suppressing student engagement, as students fear standing out or being perceived as boastful. Additionally, the reliance on rote memorization and one-sided lectures stifles opportunities for active student participation, critical thinking, and meaningful dialogue. Language anxiety for English, further inhibited classroom interactions. Professors expressed frustration with the rigid structure of the curriculum and the limitations imposed by an exam-focused system, which prioritizes memorization over intellectual exploration. Despite these challenges, teachers observed gradual shifts in student behaviour and remain hopeful for positive changes. This study suggests the need for educational reforms that foster interactive, student-centred learning environments, encourage critical thinking, and mitigate the cultural and linguistic barriers that hinder participation. The findings also offer broader implications for understanding the intersection of cultural influences and classroom engagement in diverse educational contexts.