The purpose of this paper is to survey and consider the implications of the literature analyzing causes of college students’ silence in English class. Since classroom silence has been considered negative, this paper attempts to explain why classroom silence should be avoided, investigate the major causes of classroom silence, and draw out implications for tackling classroom silence. The issues within this discussion fall into three categories: classroom silence caused by students, classroom silence caused by teachers, and classroom silence caused by Chinese culture. This investigation of the local Chinese context resonates with and contributes to the wider discussion of the countermeasures against EFL classroom silence pervading Chinese universities and warrants closer examination. It is difficult to say in advance how far such knowledge could contribute to any policy decisions that may be made in the future, but it is important that the voice of teachers and students makes valuable contributions to the larger wider about the reformation of Chinese EFL learning and English education.

Mingshen Wang, Analysis of Classroom Silence in English Class in Chinese Universities. Academic Journal of Humanities & Social Sciences (2019) Vol. 2: 54-64. https://doi.org/10.25236/AJHSS.040024.

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