Background/purpose. Student reticence in English as a Foreign Language (EFL) classrooms remains a significant challenge, hindering both communication and language acquisition. The current study investigates the factors contributing to student reticence at Thu Dau Mot University (TDMU) and explores pedagogical interventions to enhance verbal participation. Materials/methods. Employing a mixed-methods approach, data were collected from 60 English-majored students via questionnaires and semi-structured interviews. Statistical analyses, including chi-square tests and regression analysis, identified psychological barriers. Results. Qualitative findings further revealed a disconnect between students' enjoyment of English learning and their willingness to engage in oral communication, emphasizing the role of confidence and classroom dynamics. The present research contributes to existing literature by offering a nuanced understanding of silence as a multidimensional phenomenon shaped by affective, cognitive, and contextual factors. Based on these insights, the current study proposes targeted strategies, including communicative language teaching (CLT), anxiety-reducing techniques, and interactive learning activities to foster a more engaging and participatory EFL environment. The findings have implications for EFL instructors, curriculum designers, and policymakers seeking to enhance student engagement and improve oral proficiency outcomes in second language learning contexts. Conclusion. The present study examined the factors contributing to student silence in EFL classrooms at TDMU and identified strategies to enhance verbal participation using both quantitative and qualitative methods.