“…Fear of losing face, low proficiency, negative evaluation, cultural beliefs about appropriate behavior in classroom contexts, incomprehensible input, teacher's teaching techniques, lack of confidence, introversion, and perceived communicative competence (Tsui, 1996;Jenkins, 2008;Liu & Jackson, 2011;Xie, 2009;Delima, 2011) are among the causes of reticence reported in language classrooms. Scholarship on classroom communication has also discussed learner reticence as experienced by students in nursing courses (Leonard & Johnson, 1998), postgraduate engineering courses (Hilton, 2018), and multicultural, multi-modal college classes (Peacock, 2017). While they do not share the same communicative expectations as language classes, higher education courses are often held in a more emancipatory learning format that integrates discourse and dialogue in the teaching-learning approaches (Leggett et al, 2018;Leonard & Johnson, 1998).…”