Ethnic Background and Classroom Participation: A Study in Adult Intermediate ESL Classes

Abstract

Previous research suggests that classroom participation is an important predictor of second language proficiency. It is, then, important to know which variables influence classroom participation. In the present study, it is hypothesized that classroom participation is predicted by Language Class Risktaking, Sociability, Discomfort, Motivation, Attitude Toward Language Class, Sex, Ethnicity, and the Specific Language Class. Ethnicity is hypothesized to be, one of the best predictors of students' voluntary participation in the ESL classroom The results of a stepwise regression show that students' ethnic background is the most important factor in determining their voluntary participation in the ESL classroom Compared with non-Asian students, Asian students voluntarily participated in the ESL classroom much less. Implications for ESL teachers are also discussed.