VietTESOL International Convention 2026

Reluctance to speak remains a persistent challenge in EFL classrooms, particularly in Asian educational contexts where fear of making mistakes, peer judgment, and limited communicative opportunities may inhibit oral participation. This qualitative study explores how experienced Vietnamese EFL teachers perceive and respond to learners’ reluctance to speak in speaking classrooms. Drawing on the framework of teacher cognition, the study investigates the beliefs, values, and classroom practices that shape teachers’ responses to learner hesitation. Data were collected through semi-structured interviews with two experienced IELTS teachers working at private language centers in Vietnam and analyzed using thematic analysis. The findings reveal that teachers perceive speaking reluctance as a multidimensional issue influenced by linguistic limitations, emotional factors, cultural expectations, and prior learning experiences. The teachers emphasized the importance of creating emotionally supportive learning environments and adopting flexible pedagogical strategies such as scaffolded group work, gamified speaking activities, adaptive feedback practices, and peer interaction to encourage participation. The study also highlights how teachers’ classroom experience and reflective practice contribute to the development of responsive teaching approaches. These findings offer practical implications for EFL speaking pedagogy and teacher professional development, particularly in supporting learners’ speaking confidence and classroom engagement in Asian EFL contexts.