Abstract:
Ragging is a form of teasing introduced into Sri Lankan universities with an alleged aim of assimilating new students to the university culture. The origin of ragging is not known and over the years ragging has become a form of violent action and bullying, which harms junior students physically as well as mentally. It is generally accepted that classroom interaction would help develop students’ English language proficiency, especially speaking skills. Among some of the reasons for students not to involve in interaction with lecturers, ragging (hazing) in universities seems to play a significant role.
The study focused on the effects of ragging on students’ participation in language classes and their involvement in classroom discussions with lecturers, especially in the English medium content classes. Classroom discussion in the English medium classes is believed to be effective in improving the comprehension of content matters while offering a platform to develop language skills as well. Data were collected through focus group discussions and personal interviews with students and the staff of the university. The study revealed that multi-faceted sub-set of factors influenced students' behaviour in class. Students’ perception and justification of the said behaviour affect classroom interaction. Among the significant sub-set of factors, culturally embedded behavioural patterns perpetuated by senior students that come in the form of ragging seem to restrict the classroom interaction of the students in English. The study stresses the importance of examining the influence of culturally embedded behavioural factors on classroom interaction of the undergraduate community.
