“Break the Silence Already”: A Dynamic Analysis Approach on How “Silence” Shapes the Communication in English as a foreign language Classrooms

Abstract Silence does not equate to absence of communication. However, silent moments can, at times, hinder communication and close down opportunities for learner interaction. This study explores moments of obstructive silence in English as a foreign language (EFL) classrooms characterized by lack of opportunity to speak, unresponsiveness, and avoidance of talking. Employing a mixed‐methods research design incorporating structured observations and conversation analysis followed by stimulated recall interviews, the study seeks to (a) determine the extent of obstructive silence in EFL classrooms, (b) identify classroom patterns that obstruct opportunities to talk. Findings suggest that certain turn‐taking patterns, initiation–response–feedback (IRFs), and display questions are strong indicators of obstructive silent behavior.