Understanding ESL Learner Participation from the Perspectives of Critical Learning Theories

Abstract

English as a Second Language (ESL) learner participation in oral activities has been a concern of many. The lack of such participation is seen to be detrimental to the learning process; a notion that has been well supported by numerous studies. In the present study, the aim is to investigate the issue of ESL learner participation from the perspectives of Critical learning theories; where what has been taken for granted (i.e. learner participation) is being critically addressed. To do so, the present study investigated the forms of participation of six ESL learners during their English lessons. These learners were then interviewed to gain the reasons behind their different manner of participation.