How to Encourage Introverted Students in Your Class

In any modern English as a Second Language (ESL) learning environment, there is a huge focus on communicative learning and using the language being taught almost immediately. As teachers, we often judge a student's participation or contribution in the class by how much they speak or “stand out”. This puts more extroverted students at a particular advantage in an ESL classroom. Below, I'll share some tips I learned teaching English in China.

We have been brought up with the idea that the more extroverted a person or student is, the better. As a result, we often underestimate the contributions of those who may take longer to process information before offering an opinion or producing a grammatical structure. This is often seen as the “problem” with introverted students: there is constant pressure on them in the classroom to respond immediately, especially as they are often assessed on this ability.

As teachers, we need to be mindful of using a range of methods to encourage all students to participate. If you feel frustrated that one of your students, due to their introverted nature, is reluctant to engage in classroom discussions or raise their hand, it may be time to consider approaches that are better suited to their temperament.

For example, an introverted student may often prefer to have more time to think independently about a topic. In such cases, you might try using the “think, pair, share” method. Allow students time to reflect on their own before sharing their ideas with a partner, and then with the whole group. This can help quieter students feel more confident in contributing, as they have had the chance to formulate their thoughts in advance.

Be mindful of how you pair introverted students with others. Avoid pairing them with classmates who may become impatient with their quietness or slower pace. When planning activities to help students practise their language skills, try not to rely too heavily on constant group interaction, as this can often be draining for introverts. As mentioned earlier, the “think, pair, share” strategy is one way to vary classroom activities.

Offering students more choice in how they complete tasks can also be beneficial. Would they prefer to work independently or with a partner?

Even though I am advocating for the introverted student, it is important to recognise that we all, at times, need to step outside our comfort zones, and introverted learners will inevitably face situations during the course that challenge them in this way. Some tasks may be beyond the teacher’s control, such as school policies requiring students to give presentations or grading criteria based on active participation in lessons.

You can support introverted students by giving them plenty of advance notice when a presentation is expected. Introverts often feel more at ease when they have had time to plan thoroughly, which can help reduce anxiety. At the same time, some may “forget” about the task, perhaps unconsciously avoiding it, so it’s important to provide gentle reminders and ensure that expectations are clearly communicated.

When they do give a presentation, make sure to acknowledge not only whether they spoke clearly or loudly enough, but also the effort they put into preparation and the organisation of their work. This kind of targeted praise can help build their confidence and make future speaking tasks feel more manageable.

In China, parents often become anxious if they feel their child is not participating enough in class. This is understandable, particularly as they send their children to schools such as English 1 specifically to improve their English-speaking skills. However, it is important to highlight the strengths of introverted students and to explain how these strengths can contribute to long-term progress in English.

For example, if a student is particularly strong in reading and comprehension, emphasise to the parent that these skills are valuable foundations for speaking. A wide vocabulary and solid understanding of grammatical structures—developed through reading—can significantly support spoken fluency over time.

At English 1, it is common practice for Progress Advisors (PAs) to record speaking activities. Make sure you have evidence of quieter students participating in smaller group discussions or pair work. This allows you to show parents tangible examples of their child's speaking development, even if they are not always vocal in whole-class settings.

It is essential that quieter students feel supported in the classroom. This begins with developing a better understanding of what motivates them to speak and helping them see that there are many meaningful ways to contribute to a lesson. Participation should not be viewed as a constant competition with more outspoken peers, but as a personal journey of progress and confidence-building.