Communicative Inhibitions as a Cultural Lens: Rethinking Student Silence Beyond Anxiety

Author Information

Jatrifia Ongga Sinatrya, State Polytechnic of Malang, Indonesia
Hiromi Oda, Tokyo Online University, Japan
Naoko Ichii, Okayama University of Science, Japan
Andrew Foong, Quest International University, Malaysia

Abstract

What causes some students to stay quiet even though they might have something valuable to contribute? This study proposes the communicative inhibition of the foreign language classroom anxiety (FLCA) framework to shed light on student silence. FLCA has long been recognized as a barrier to participation in classroom activities, yet classroom silence is often considered an anxious response. This response of silence, we argue, is the result of something much broader: culture. Inhibition, as we explain, is self-restraint because of worrying about offending, maintaining social harmony, or social rejection. This explanation is much broader than simply anxiety, which is an emotional response to something. Inhibition relates to cultural rules that shape our interactions. A 33-question survey was administered to 145 Japanese, 68 Indonesian, and 98 Malaysian university students to determine why they often remain quiet in informal conversations. The results showed three main reasons for this silence: Social Sensitivity (being careful not to hurt feelings), Social Rejection (worrying about being judged), and Social Offense (wanting to avoid conflict). Japanese students emphasized Social Sensitivity more, while Indonesian and Malaysian students focused on Social Rejection. This suggests that silence in Japanese classrooms comes from cultural restraint rather than fear. Understanding this can help educators create more culturally sensitive teaching methods that encourage open communication in supportive environments.

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