In this study, the oral participation in L2-learners' English classroom was analysed in order to investigate what specific factors motivate och discourage pupils in EFL classroom to particpate orally. Additionally, this paper identifies the motivational factors of pupils and discusses how they affect their oral participation during English lessons. Therefore, the main reserach question of this paper are: How do the participating pupils feel about particpating in oral tasks? What helps or hinders pupils to participate in oral tasks during English lesson? This qualitative study in which we preffered the usage of semi-structured interviews (see: Appendix Interview Guide) was conducted with eight particpants between the ages of 13 and 15 from three different schools. The data analysis showed that the pupils' engagement to participate is influenced by external factors such as motivation, environment and individual factors. According to this study, it can be concluded that motivation and participation are linked and work together to achieve the main goal of participation and involvement during English lessons. Furthermore, the study paid extra attention to environmental and human elements, such as fear, anxiety and self-consciousness. In addition, pupils stated that strong feelings, such as being judged for being in the spotlight are the most common reasons for a pupil's lack of motivation to participate and angage during English lessons. Finally, this study and its results are most beneficial to English teachers to get inspired and influenced to construct an active EFL classroom where pupils develop a willingness to communicate and use their L2.

Studies have shown that participation and interaction in a language classroom are important. Especially so in the CLIL classroom where the target language is both the subject of study and the medium of instruction. However, it can be difficult for a teacher to get students to participate orally. Many researchers claim that students’ oral output in the CLIL classroom is minimal, and that they speak less than students who are taught through their native language. The aim of this paper was to study Swedish CLIL students’ oral participation and to find out whether the amount of oral classroom interaction was similar in a CLIL classroom and in a classroom where Swedish was the medium of instruction. I also wanted to investigate if male and female students interacted to the same extent, and whether the amount of interaction was evenly distributed within the classroom. The results show that CLIL students’ oral participation tended to be very high. The CLIL students produced even more total oral output than students in the control groups, which had their native language as their medium of instruction.

The present study explored the relationship between Latter-day Saint (LDS) seminary students' in-class oral participation and their perceived in-class spiritual experiences according to LDS theology. Since the release of the Teaching Emphasis in 2003, LDS seminary leadership has consistently emphasized the facilitating relationship between student in-class oral participation and desired spiritual outcomes of LDS seminary students. However, no known studies to date have gathered and analyzed data specific to varied amounts of LDS seminary student in-class oral participation or perceptions of in-class spiritual experience to evaluate the relationship between these two variables. Data regarding in-class oral participation and perceived spiritual experience were obtained via a self-report survey from 563 LDS seminary students. Participants were from classes of 25 randomly selected released-time LDS seminary teachers in Salt Lake, Summit, and Wasatch counties in the state of Utah. Data were analyzed using Pearson correlation, multiple regression, and analysis of variance. Findings indicated a statistically significant correlation (r = .32, p < .01) between self-reported amounts of participant seminary students' in-class oral participation and perceived spiritual experience, with four significant (p < .05) oral participatory predictors of perceived spiritual experience (reading/reciting something out loud, explaining LDS doctrines to others, singing, and testifying to others by expressing beliefs), and significant mean differences (p < .05) of perceived in-class spiritual experience between low, medium, and high oral participating seminary students. The present study explores the practical implications and recommendations for future research from these findings.