【正文】 and questions can refer to Appendix 1.The questionnaire items were responded to on the Likert Scale fivepoint. Likert items are appropriate for measuring opinions, beliefs, and attitudes (DeVellis 2003). DeVeills (2003:159) explained that “although, strictly speaking, items using Likert or semantic differential response formats may be ordinal, a wealth of accumulated experience supports applying intervalbased analytic methods to the scales they yield”. Research procedure94 participants were given questionnaire and finished in 20 minutes before class begins to ensure enough time for consideration. The questionnaire included 30 questions and all the questions were specially designed in Chinese in order to make sure the participants can prehend and understand the meaning of every question. All questionnaires were done anonymously to collect the participants’ nature voice about the issue.The variables in the survey aim to investigate the students’ understanding of the phenomenon of silence and explore the factors which will influence students’ engagement style in EFL classroom. Data collection and analysis Data collectionThere were 94 participants from 4 classes of English majors taking part in the survey. All of the questions in the questionnaire were designed as the form of clicking the proper answers simply from students’ first impression and nature response. Participants pleted the questionnaires independently and students would not be influenced by each other. After collecting all the questionnaires and summing by Likert Scale, the author input all the data into the puter and made statistical procedures through the program of EXCEL. Data analysis The questionnaire consists of 30 items and the author will adopt the LikertScale fivepoint measure questionnaire data to explore the factors that influence students’ performance in EFL classroom. Students are asked to click their frequency of behavior, from1 (never) to 5 (very often), or their level of agreement from 1 (strongly disagree) to 5(strongly agree) Table 1 LikertScale fivepointneverbarelysometimesoftenvery often12345strongly disagreedisagreeneither agree or disagreeagreestrongly agree12345The score is used to record the degree of frequency of each item and the 30 items in the questionnaire can be divided into the following categories:Table 2 Data analysis of questionnairesPerceptive of the itemItem numberPerceptive of the itemItem numberStudents’ anxiety13,14Teachers’ questioning method30Students’ personality15Teachers ’attitude26,29Students’ motivation6,8,Teachers’ feedback28Students’ attitude1,2,3,4,7,19,20Teachers’ waittime27Students’ selfesteem9,12,25Design of task5,16Classroom atmosphere23Class structure21,22Class size24Culture factors11,12,17,18 The findings Teachers’ aspectsThe results of data analysis demonstrate that students’ silence resulted from teachers’ reasons may consist of four aspects: teachers’ questioning method, teachers’ attitude, teachers’ waittime and teachers’ feedback.According to the result of Question 30, % of students agree that “Teacher gives few open questions in class”. It is obvious that students’ attention and degree of interest in class can be improved and inappropriate way of questioning partly leads to students’ silence in EFL class.Question 26 and Question 29 focus on the perspective of teachers’ attitude in class. As to Question 26 “Teacher does know my name or student number”, in the interview with some English teachers, it can be found that most teachers admitted that they did forget students’ names in class. Because a teacher is often in charge of several classes consisting of many students, such cases cannot be avoided pletely. Because of such situation, students may feel ignored or not valued by teachers, thus they choose to keep silent instead of participating actively. Due to the data of Question 29, %of students hold the opinion that teachers always call those top students to answer questions. Generally, most of the teachers make efforts to treat all the students fairly and provide them equal opportunities to engage in class. However, in real EFL classroom, it is not so practical to follow the rules. Nunan (1991:136145) claims that teachers tend to pay attention to some particular area like the front and middle part in classroom. This can explain teachers’ unintentional actions which may result in students’ silence from psychological level.As to Question 27, this indicates the factor of teachers’ waittime in EFL classroom. % of participants agree that “teacher offer them enough time for thinking after asking questions”. Because of the face theory, most students choose to keep silent until they make full preparations for the question and this contributes to students’ silence. % of students admitted that “Teacher often give positive feedback like encouragement or praise after answering questions”. so basically teachers’ feedback cannot account as the main cause of the phenomenon of students’ silence in EFL classroom. Students’ aspectsStudents as the main participants in class, the reasons of students cannot be ignored when analyzing the factors of students’ silence. In this thesis, the author mainly concentrates on the factors include students’ attitude, students’ motivation, students’ selfesteem, students’ anxiety and personality.Questions 1,2,3,4,7,19 and 20 reflect the aspect of students’ attitude. Considering the result of Question 2, only % of total think the teaching style is too boring to participate. Accordingly, most of students have positive attitude towards teaching style and are willing to make efforts in presenting in class.Talking about the perceptive of students’ motivation, Question 6 demonstrates that % of students engage in class reaction due to the participation scores. That is to say, there is a discrepan