Beyond the silence: Exploring the nexus between EAP students’ personality traits and participation in university classrooms

Against a background of continuing interest in language and identity, this study examines the interplay between language, personality traits, and classroom engagement. Drawing on the theoretical concepts of positioning, investment, and cultural capital, it seeks to understand how international students who have completed an EAP programme navigate their sense of self in various settings. Perspectives and insights were gathered from international postgraduates, EAP tutors, and academic lecturers in a Scottish university. Data from semi-structured interviews were analysed using strategies from grounded theory, exemplifying key themes which connected to the social constructionist framework. Findings indicate that the prevailing expectations of interactive UK classrooms can present challenges for learners from diverse educational backgrounds. This type of environment may also be unsuited to those who prefer independent work and time to reflect in lessons. Instructors demonstrated a degree of understanding as to why users of other languages sometimes choose to remain quiet, and tried to avoid negative labelling. However, there were still underlying assumptions about what constitutes ‘valid’ participation. The paper concludes with implications for pedagogy and policy, underscoring the need for inclusive approaches which value different personalities and learning styles. By reassessing the interpretation of silence, it contributes to a counter-narrative around ‘quiet’ students which moves beyond deficit-based approaches. • Interviews with EAP students and instructors uncovered complex reasons for silence. • Personality traits play an important role in student engagement. • Assumptions about what constitutes ‘valid’ participation need to be questioned. • Greater understanding of individual differences helps to avoid deficit approaches.