The silent period is a well-documented phase in second language acquisition, during which learners, particularly adolescents, may refrain from producing spoken language despite exposure to the target language. While this phenomenon is commonly observed in young learners, its occurrence in teenage English as a Foreign Language (EFL) students is less frequently discussed. This article explores why some adolescent learners experience an extended silent period, the psychological and cognitive factors influencing their reluctance to speak, and how educators can support them without forcing premature production. Drawing from Krashen’s Input Hypothesis, affective filter theory, and sociocultural perspectives on language learning, this paper provides practical classroom strategies to foster a supportive environment that encourages gradual language development. By understanding the causes of silence and implementing effective scaffolding techniques, educators can help teenage EFL learners transition from passive listening to confident language use.

silent period, EFL learners, adolescent language acquisition, affective filter, input hypothesis, classroom strategies, second language learning.

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