CISZA W NAUCE JĘZYKA ANGIELSKIEGO. BADANIE PORÓWNAWCZE UCZNIÓW Z POKOLENIA ALFA I POKOLENIA Z
SILENCE IN THE ESL CLASSROOM: PERSPECTIVES OF LEARNERS FROM DIFFERENT GENERATIONS

Summary/Abstract: Silence in the language classroom is often interpreted as a sign of learners' disengagement; however, growing research highlights its important pedagogical and cognitive functions. The aim of this article is to examine the role of silence in the ESL classroom from the perspective of Grade 1 and Grade 4 primary school students. The study is based on the analysis of learners' responses to a series of questionnaire items focusing on the reasons for silence, its functions, and its perceived usefulness during various classroom activities. The findings indicate that the role of silence varies according to learners' age and developmental stage. The results confirm that silence in the ESL classroom should not be viewed as a negative phenomenon but rather as a supportive learning strategy whose function evolves as learners mature.

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