Language Teaching Research Quarterly

Engagement in classroom activities is a vital part in language learning process. Most learners usually intend to participate in classroom activities but shy and self-conscious learners resist to engage in activities and share their ideas with the peers. In this investigation, the aim was to assess the effect of process praise rather than personal praise on classroom engagement of the self-conscious Iranian high school EFL learners in two contexts: classroom activities and group activities. The samples were selected by means of a shyness scale questionnaire. The research was done in three phases: without any praise, praise for classroom activity participation, and praise for group activity engagement. Video recorded observations and post hoc analysis resulted that in first and second phases, the participants showed no sign of developing in engagement, while in the third phase they improved significantly in group activities and communicating with groupmates. They committed in the post interviews that teachers’ process praise privately and in small group has motivated them to participate in activities and has enhanced their confidence. The findings of this research can be effective for English language teachers in motivating the shy students to be more active in classroom activities, and consequently language learning will be facilitated for these learners.