Impacts of Culture on Classroom Participation Among Undergraduate

EFL Learners in Afghanistan

Hamza Atifnigar *
English Department, Laghman University, Laghman, Afghanistan
Sardar Wali Israr
English Department, Laghman University, Laghman, Afghanistan
Imranullah Khanjar
Pashto Department, Laghman University, Laghman, Afghanistan
Siti Aisha Bint Abdul Hameed
Language Academy, School of Education, Universiti Teknologi Malaysia, Johor, Malaysia

Article Information
Abstract:
Suggested Citation: This research aims to examine the impacts of culture on classroom
Atifnigar, H., Israr, S.W., Khanjar, participation among the English majored students at the Faculty of
I. & Hameed, S.S.B.A. (2023). Literature and Human Sciences, Laghman University (LU),
Impacts of culture on classroom specifically seek to find out the impacts of multi-ethnicity, dressing
participation among undergraduate styles, and family background that affect students' participation. A
EFL learners in Afghanistan. mixed-method of research approach has been employed in this
European Journal of Theoretical and study; an adapted questionnaire and a semi-structured interview have
Applied Sciences, 1(2), 291-300.
been used as the research instruments for this study. Both
DOI: : 10.59324/ejtas.2023.1(2).25
quantitative and qualitative data have been collected from one
* Corresponding author:
hundred and ten (n = 117) respondents. The quantitative data were
Hamza Atifnigar, e-mail:
descriptively analyzed using the SPSS version 24, and later the semi-
[email protected]
structured interview has been thematically analyzed. After the
analysis of the data, it was revealed that cultural factors hindered
student’s participation. Significantly, participation was affected by their family upbringing, they were not
allowed to speak in front of elders or teachers confidently, which progressively caused them to be passive
in the classroom. Also, urban students are active, communicative, and more confident that is why rural
area students’ participation prone decline nation due to shyness, low confidence level, and weak
educational background. Higher educational institutions in Afghanistan recommended implementing a
learner-centric method when teaching the students to enhance the practices of classroom participation.

Keywords: implementation of e-learning, technology, content and design, students’ characteristics.

Introduction mentioned that participation conveys the

meaning of students’ interaction in the
Classroom participation is considered one of the classroom including: questioning, commenting,
essential elements of teaching and learning. and working in groups. Besides, students should
Classroom participation refers to actively taking be alerted, responsive, and respectful to teachers
part in classroom activities that provide practical and peers in the classroom (Bonwell & Eison,
learning outcomes for students. Lee (2005)

This work is licensed under a Creative Commons Attribution 4.0 International License. The license permits unrestricted
use, distribution, and reproduction in any medium, on the condition that users give exact credit to the original author(s)
and the source, provide a link to the Creative Commons license, and indicate if they made any changes.
1991). Participation is a process of requiring may provide evidence and insights to the
students to take part in the activities MOHE in which students’ participation is
accommodated in the classroom tentatively. affected by various types of factors, and they
may enforce and implement the rules ad
Different scholars such as (Atifnigar et al., 2022;
regulation already provided for enhancing the
Bean & Peterson, 1998; Dancer & Kamvounias,
quality of education among students.
2005; Fewings & Wonder, 2009; Gul et al., 2014;
Particularly, faculty members, teachers, and
Petress, 2006; Rich, 2006) proposed several
students may be assisted in overcoming the
advantages of classroom participation which can
factors affecting classroom participation.
enhance students’ soft skills including self-
Secondly, this study is essential for teachers in
confidence and self-esteem, critical thinking,
enhancing the low level of participation and
communication, interpretation synthesizing
confronting the factors that affect interaction in
skills and freedom of culture across their entire
the classroom. Teachers may provide effective
life span. In addition, students can increase their
teaching methodology and materials to boost
collaboration, social interaction, team working,
students’ level of participation and rectify those
and self-improvement (Hall et al., 2017) and
deteriorating factors that affect participation
boost up the teaching and learning process when
among students. Finally, this research may also
engaged in the classroom (Lawrence & Tar,
deliver essentials awareness about the
2018).
advantages and importance of participation to
However, there might be students who are silent the students. Also, several empirical information
during the classroom and try to avoid themselves has been described in this study to enhance the
in each session. According to Schmitt and level of participation among students and
Schmitt (2020) students who do not participate eliminate the factors that impact participation in
in the classroom are called passive students. the classroom.
Participation is considered to be vigilant,
Scope of the Research
responding to the question, and engaging during
the classroom discussion (Atifnigar et al., 2021). This research is aimed to examine the Impacts
Classroom participation is a vital issue in of culture on classroom participation among
improving learners’ educational performance in English-majored students at Laghman
Afghanistan specifically within higher University (LU). This study was conducted on
educational classes but still, it is observed that students from the Faculty of Literature and
the implementation of active learning has Human Sciences at LU. There first year, second
unintentionally been neglected both in schools year, third year, and fourth year classes at the
and tertiary levels. Therefore, this study aims to English department with more than sixty
examine the cultural factors including multi- students in each classroom. Moreover, this
ethnicity, dressing styles, family background, and research is founded on a mixed-method research
gender differences that affect English majored design, and the data was gathered in the form of
students' participation at the Faculty of questionnaires, and semi-structured interviews
Literature and Human Sciences of Laghman using WhatsApp and Facebook messenger, The
University, Afghanistan. primary stage of this research was conducted
after the winter season semester break in 2019,
Significance of the Study
and the survey took one week for the
This study is significant to the Ministry of Higher respondents to complete the questionnaire and
Education MOHE, teachers, and students in the interview.
improving the level of classroom participation
Background of the Study
and lowering the factors affecting participation.
It is hoped this research may provide significant The English language is taught both as a content
insights to the students and teachers about the and general subject at Laghman University. Aims
benefits and importance of classroom of teaching content subjects are to train students
participation. Firstly, the findings of this study in four integrated skills of the English language,

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literature, and teaching methodology. According participation was lower included 40 or more
to (Pratiwi, 2018), content subjects such as learners (Auster & MacRone, 1994). In addition,
history, geography, and science are instructed to within large classes there will be extremely
comprehend a specific content of the limited classrooms compared to the small ones
information rather than to achieve competency and large classes are the detrimental factors of
in a skill. At the same time, non-English major lowering down classroom participation
students seek to acquire the English language as (Christopher, 2003).
a general subject and are taught for two years
(four semesters) at the Laghman University of
Afghanistan. Literature Review
As noted earlier, classroom participation is one Effects of Culture on Classroom
of the significant aspects of teaching and Participation
learning. It does not only help students in
The term culture is related to the inner world of
enhancing the level of their confidence but also
people entailing experiences, expressions,
contribute to high achievement in their future
symbols, materials, customs, morals, values,
career (Bauler et al., 2019). However, several
attitudes, parents, and beliefs generated and
dominant factors influence classroom
communicated among the people and shift
participation, namely, teachers related, cultural,
down from generation to another in the form
and classroom size factors. The teacher’s role
culture (Sanchez-Reilly, 2010). Indeed, the word
possesses its advantages and disadvantages to
culture is general containing many various
classroom participation. Instructors are the only
aspects that cultural standards and qualities
authority in the classroom teaching, and learners
affect teaching and learning. Different studies
are viewed as the ‘guest’ of the instructing
have indicated the role of religion in shaping
activities. Teachers’ traits and characters are
learning styles and strategies. Furthermore,
significant features that assist in forming and
society’s tradition may utilize strong grouping
boosting learners’ participation. Instructors who
and harmonizing effects, which impact the
are more flexible and utilizes communicative
enhancement of learning procedures (Atifnigar,
approaches in their teaching are more
Alokozay, Wahidullah, Zaheer, et al., 2020;
comprehensible and friendly, role player model,
Hayes & Allinson, 1997).
and facilitator (Flores, 2015).
Teachers’ and students’ beliefs can affect
Several researches indicated that students’
participation. Definitely, beliefs are the
participation can be affected in the classroom.
principles or convictions that people embrace to
One of them is that if teacher abide cultural
be true. Individuals in a society have specific
values of a nation n the classroom then the
beliefs, but they also share collective values.
classroom may be passive one. Historically,
Teachers cannot escape the fact that their
participation of the students in the classroom is
communication “styles” reflect their cultural
lined with the social rules of a territory
background (Bar-Tal, 2012). Therefore, the
(Congmin, 2016). As a matter of fact,
teacher can enhance the belief and attitudes of
sometimes, students’ freedom participation is
students toward participation inside or outside
extremely limited due to the cultural norms
of the classroom. Moreover, parents are the
enforced on their manner through the
primary teachers of the students at home.
communication with their teachers and the peers
Indeed, parents play a significant role in
(Luk & Lin, 2017). In addition, class size also
improving their offspring to communicate
plays an influential role in affecting students’
effectively inside or out of the classroom.
participation in large classes. Meanwhile,
According to (Steinberg, 2001) students,
researchers indicated that classes in which
participation is profoundly affected by their
students’ participation was reported higher were
parents and colleagues in a way they have been
smaller classes that included ten or fewer
socialized in an individual society.
learners compared to the classes in which the

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Every society is composed of various races and Constructivist theory developed by Lev
tribes, which have different ways of life, Vygotsky is used to support cultural factors that
behaviour, attitude, and moral values. Students affect the practice of participation among
from different tribes and ethnicity can impact students. The most common principles of Social
each other when involved in participation in the Constructivist Theory are the Zone of
classroom. It is revealed by (Atifnigar, Zaheer, et approximation, Scaffolding, More
al., 2020; Nijat et al., 2019; Torres et al., 2009) Knowledgeable Others KMO, and Cooperative
that race and ethnicity often play essential roles learning, which be directly and directly related to
in students’ identities, and interactions, and some aspects of cultural factors that affect
contribute to their behaviour and their beliefs classroom participation. In addition, scaffolding
possess in a specified society. Thus, student’s and cooperative principles are used in this study
participation can be also being affected by to support the cultural factor that affects the
different ethnicities and races practice of participation among students.
Morals are the values that refer to an individual’s According to the social constructive theory,
positive and negative characteristics which can classroom participation is improved through
affect students’ participants. Moral values are the social interaction within a specific society
innate features of human being that rule their (Vygotsky, 1962). Social interaction is an
behaviour and way of life (Hunter, 2008). Such effective method of teaching students when
moral can be derived from a society, cooperation and communication are utilized at
government, religion, and at the same time, the same time and he further insisted that social
students’ moral potential plays a significant role interaction is an integral part of learning in which
in the learning process. In order to teach student students can engage in the classroom and
effectively teachers are required to understand improve their critical thinking process. Vygotsky
students’ behaviours and academic competency believes social constructivism and language
individually rather than depending on their race development are jointly concerned with
and ethnicity (Gibbs et al., 2007). cognitive communication, ZPD enhancement,
interaction, culture, and innate speech.
Likewise, teachers need to consider cultural
norms in the alleviation of a student’s Indeed, students at school, college, and
passiveness in the classroom. Students’ university levels learn with different manners
participation behaviour is bound by social rules and methodologies. Learning can be effective
that have long been connected with traditional when students are supported by elders or
values. Students are not free to participate in the teachers, and this process is called scaffolding.
classroom; instead, they learn the social norms According to Vygotsky, scaffolding is the
imposed on their behaviour through interaction potential of understanding that students learn
with teachers and peers. Existing rules and more effectively when other people assist in
regulations in society can limit the frequency of learning. Scaffolding is an aided learning process
interaction between teachers and students. that supports the ZPD or getting to the next
Similarly, it is indicated that regulations and degree of understating of each learner with the
attitudes that existed in a particular society may help of instructors, peers, or other elderly
impact the way people interact and expect the people. For instance, when a student is facing a
effect of their interaction on each other (Brown, problem in speaking, if they are provided with
2000). In addition, law and culture are two clues and information, then they can solve the
distinct concepts but sometimes influence one problems facing. Through scaffolding, a typical
another in the application (Chu & Kim, 1999; kind of internalization happens for each learner.
Kato, 2001; K. S. Lee & Carrasquillo, 2006; Such a process occurs when a student is asked to
Rosen, 1989). carry out an activity that is worthwhile to the
student, and with help, they may complete.
As many theories can underpin every aspect of
Meanwhile, this type of activity could be
the research, in this study, the Social
challenging for both students, but there is a

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supportive system available that allows students after several feedback and revisions it was later
to problems. approved for collection of the data.
Sample of the Research
Methods In this study, the researcher utilized purposive
conveniently sampling techniques. Both
A mixed-method of research design has been quantitative and qualitative data have been
employed in the study. An online survey gathered from the four classes of the English
questionnaire for the quantitative data and a department including freshmen, sophomore,
semi-structured interview were used as the data junior and senior classes of Laghman University.
collection tools. Out of four hundred students, one hundred and
Research Instruments ten (n=110) of them participated in an online
survey (n=217) and a semi-structured (n=7)
For the quantitative approach, the researchers
interviews.
used an adapted questionnaire from Shamim and
Negash, (2007) intending to gain cultural factors Data Analysis
that hindered students’ participation. The The data for this research have been sequentially
developed questionnaire is consisting of two analysed, first, quantitative i.e. questionnaires
sections (A) comprises demographic data which have been descriptively analysed -by using mean
is positioned at the beginning of the and percentage data, and later qualitative i.e.
questionnaire, which is consisting of gender, year semi-structured interviews have been
of study, age, ethnicity, and experience in using thematically analysed. Furthermore, the
the English language. Section (B) comprises following table describes the score
cultural related factors with (7 items) which was interpretation, which has been divided into three
intended to gain how family background, multi- categories, such as low, medium, and high.
ethnicity, age, and outfit of teachers, and urban
students affect the participation of the students.
This section was designed on the 5-Likert Scale Table 1. Score Interpretation
1-5 (1=Strongly Disagree, 2=Disagree,
3=Neutral, 4=Agree, 5=Strongly Disagree). In Mean Score Level Level
addition, for the qualitative approach, a semi- 1.00 - 2.33 Low
2.34 – 3.66 Average
structured interview comprises four open-ended
3.67 – 5.00 High
questions aimed to explore in-depth insight into
quantitative data regarding cultural factors that
affected students’ participation. Results
Reliability of Research Tools Impacts of Culture on Classroom
Reliability tests have been conducted to test the Participation
reliability of the questionnaire, after revising This section represents the findings from the
items in the questionnaire, the researcher survey questionnaire and is semi-structured
conducted Cronbach’s Alpha test, and the about the impacts of culture on classroom
reliability coefficient was above 0.70 which is participation. The data reveals from the table
high reliability. For the reliability of validity of below that cultural factor is ranked as the lowest
the semi-structured interview, the researcher factor that affected students’ participation at the
consulted a senior lecturer at the Language English department of Laghman University.
Academy of University Technology Malaysia Further discussion is provided below.

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 Table 2. Cultural Related Factors
No Statements Percentage Mean
My family upbringing prevents me from speaking up confidently in front of
1 73.6% 3.68
an elder or audience.
2 I cannot ask the teacher because it is a sign of disrespect. 66.5% 3.33
The multi-ethnicity in the classroom stops me from interacting in the
3 54.7% 2.74
classroom
4 The age difference causes me to be passive in the class 52.0% 2.60
5 It is not permitted in my culture to actively communicate in the classroom. 48.5% 2.43
6 The outfit of my teacher and classmates affect my classroom participation 46.4% 2.32
7 Classroom participation is impacted by students who are from the city 41.5% 2.07

Table 2 shows the findings of the cultural factor students from the city (41.5%), dressing style of
that affected the participation of students. Based teachers and students (46.4%), and talking too
on the data, most of the students believed that much in the classroom is cultural not granted as
their family upbringing prevented them from good traits of the students (48.5%) affected
speaking up confidently in front of the elder or students’ classroom participation with a low
audience (73.6%). It is also indicated, that asking frequency.
teachers in the classroom is a sign of disrespect. The following data is gathered from the semi-
That is why they stay passive in the classroom structured interview about the cultural factor
(66.5%), the existence of different ethnic groups, that affects students’ participation.
and age differences (52.0%) also affected
students’ class participation (54.7%). Whereas,

Table 3. Responses of the Participant Regarding the Cultural Factor

Respondent Response
Respondent 2 ” Well! In the society in which I am living in, our parents advised us not to speak in front of the
elder and teachers it is rude.
Respondent 1 “…Students who are wearing new and well-fashioned shirts, can speak actively and
encouragingly in the classroom rather than those who wear old shirts….”
Respondent 2 “Those students who are aged and come to the classroom they are passive themselves and they
do not affect others classroom participation.”
Respondent 3 “Yes, sometimes, I feel shy. Whenever I am talking in front of students who are from another
tribe or area of Afghanistan.”
Respondent 4 “…. active students are appreciated very well in society and the class. But some students are
very talking and talk a lot about any issue in the classroom. It will be perfect if they let other
students participate in the classroom and share /her ideas in the classroom.”

Likewise, the data from Table 3 from semi- minimal effect on students’ participation, some
structured interviews showed, that most of the of the students who are communicative and
respondents replied that those who were from talkative are also affecting the participation of
the city affected their participation because they other students who are shy or come from
were more communicative and confident in the different tribes and ethnicity.
classroom. Also, most of the students believed One of the respondents said that sometimes the
that their family upbringing does not allow them old-age student is shy and less confident they are
to speak up. In front of elders or teachers, affected by themselves, but they do not affect
therefore, stay passive in the classroom, and other students. At the same time, they believe
students and teachers whose style of dressing that urban students are active, communicative,
very well affected students’ participation. and talkative. While Students from remote areas
Whereas age differences among students had

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tend to be bashful and less confident in front of interaction in the classroom. These findings
them in the classroom, therefore students from resemble (of Torres et al., 2009), who revealed
the rural regions stay passive in the classroom. that race and ethnicity often play essential roles
in students’ identities, interaction, and contribute
However, the data obtained from the interview
to their behaviour and their beliefs possess in a
about the negative impacts of students who are
specified society. Thus, students’ participation
from different geography of Afghanistan can
can also be affected by different ethnicities and
impact students’ classroom participation. Multi-
races that exist in the classroom.
ethnicity put themselves passive because they
feel shy and less confident. The data are driven In addition, a specific number of teachers and
from the interview asking the teachers inside the students who come to the class with a good
classroom, and the adverse effects of the family clothing style also affected students’
uprising on classroom participation, three out of participation. It is obvious that Afghanistan is
five respondents replied that family breeding ranked as the world's poorest country (Rubin &
avoided them not speaking in front of elders or Hamidzada, 2007), and people are needy and are
teachers. unable to wear expensive and fancy outfits.
Therefore, such students have demotivated in
front of them and stay silent for the whole
Discussion period of the class.
As this research aimed to examine the impacts
of culture on classroom participation at tertiary
levels in Afghanistan. After the analysis of both
Conclusion
quantitative and qualitative data, we have come After collecting both quantitative and qualitative
to the conclusion that culture affected students’ data from the respondents, it is believed that
classroom participation. It is believed that most most of the students' classroom participation is
of the students' participation is affected by their impacted by their family upbringing; students are
family upbringing; they believed that most of the not allowed to speak in front of elders or
students are not allowed to speak in front of teachers confidently, which progressively caused
elders or teachers confidently, because, them to be passive in the classroom. Students
culturally, it is a sign of disrespect. In such a who are from urban areas are active,
situation, it is the teacher's responsibility to communicative, and confident could be affected
motivate students' attitudes and beliefs toward by rural areas’ participation owing to their
interaction in the classroom. In support, (Bar- shyness, confidence, and great educational
Tal, 2012) mentioned that teachers’ and background. In addition, a specific number of
students’ beliefs could affect participation in the teachers and students who come to the class with
classroom. Similarly, a study carried out by a good clothing style also affected students’
(Steinberg, 2001) discovered that parents play a participation.
significant role in improving their children to Limitations
communicate effectively inside or out of the
classroom. Every research has its limitations, but this
research also has some limitations. First, the
It has been indicated that the number of students sample selected for this was only the students
at Laghman university level is composed of from the English department which can be
different ethnicities and geographies. Thus, generalized to the English students, however, to
students who are from urban can negatively gain further insights can be gained if students
affect the participation of students who are from from different departments and faculties are
rural areas. Urban students are active, involved. This study entailed both an online
communicative, and confident. However, rural survey questionnaire and a semi-structured
students are shy and less confident; then, they interview. Besides, observational study is
tend to be passive in the classroom and show less

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required to get further and real-life problems https://doi.org/10.11591/ijere.v11i1.21865
related to the students’ classroom limitations. Atifnigar, H., Safari, M. Z., & Rafat, A. H.
Recommendations (2021). Exploring the causes of language death:
A review paper. International Journal of Arts and
Following are the recommendation provided
Social Science, 4(4), 180–186.
concerning this study, first of all, the ministry of
higher education of Afghanistan is Atifnigar, H., Zaheer, Z. U. R., & Alokozay, W.
recommended to implement a student-cantered (2020). Examining the Use of Vocabulary
learning approach across the country’s Learning Strategies among EFL Learners in
educational institutions to implement the Baghlan University of Afghanistan. American
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every in order to improve their speaking skills classroom as a negotiated social setting: An
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