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Vol. 3 No. 1 (2026): January

Copyright (c) 2026 Ahmad Zaheer Nasiry, Abdullah Noori, Ahmad Arsalan Zaiel

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Exploring the Factors Influencing Class Participation Among English Majors at Kabul University

https://doi.org/10.62810/jssh.v3i1.176
Ahmad Zaheer Nasiry
Kabul University, Department of English Language & Literature, Kabul, Afghanistan
Abdullah Noori
Kabul University, Department of English, Faculty of Foreign Languages & Literature, Kabul, AF
https://orcid.org/0000-0003-2141-3675
Ahmad Arsalan Zaiel
Kabul University, English Language and Literature Department, Kabul, Afghanistan
https://orcid.org/0009-0001-9640-9358

Corresponding Author(s) : Ahmad Zaheer Nasiry

ahmadzaheernasiry007@gmail.com

Journal of Social Sciences and Humanities, Vol. 3 No. 1 (2026): January

Abstract

This study aimed to investigate the factors influencing classroom participation among English major students at Kabul University, with a focus on identifying psychological, instructional, environmental, material-based, and motivational elements that shape students’ willingness to speak in English as a Foreign Language (EFL) classes. The study uses a quantitative descriptive survey design, using a structured Likert-scale questionnaire administered to 56 first- and second-year English majors at Kabul University. The data were analyzed using descriptive statistics, including mean scores and standard deviations. The data was analyzed using SPSS (version 26). The findings indicated that fear of making mistakes and speaking anxiety were the most frequently reported psychological barriers. At the same time, teacher friendliness and encouragement emerged as the strongest instructional facilitators of participation. Overcrowded classrooms and noise were also identified as environmental constraints. Additionally, students reported that the use of visual aids and multimedia increased their engagement and that participation-based grading served as a strong motivational factor. The study concludes that a combination of emotional readiness, teacher behaviors, physical conditions, instructional materials, and assessment practices influences classroom participation. It recommends that teachers adopt supportive feedback strategies, integrate student-centered activities, and incorporate participation into grading policies to build more inclusive and communicative learning environments in Afghanistan’s higher education system.

Keywords

Classroom participation EFL learners Speaking anxiety Student motivation Learning environment Teacher support
Nasiry, A. Z., Noori, A., & Zaiel , A. A. (2026). Exploring the Factors Influencing Class Participation Among English Majors at Kabul University. Journal of Social Sciences and Humanities, 3(1), 48–63. https://doi.org/10.62810/jssh.v3i1.176
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Author biographies is not available.
Received 2025-09-10
Accepted 2026-01-26
Published 2026-01-31
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