Selective mutism (SM) is an anxiety-related condition that significantly limits learners’ oral participation and social interaction in classroom settings, particularly in English as a Second Language (ESL) contexts. Drawing on a social and relational view of disability, this study approaches selective mutism not as an individual weakness but as a challenge shaped by classroom interaction and participation structures (Slee, 2011; Florian & Black-Hawkins, 2011). Although identity texts and peer-supported learning are widely recognized as inclusive practices in multilingual education (Cummins & Early, 2011; Mercer, 2007), previous research has largely explored these approaches separately and has mainly focused on general ESL learners rather than students with selective mutism. Peer coaching and peer response models are well-established in mainstream ESL settings (Kobayashi, 1998; 2003), yet their effectiveness has not been closely examined with learners experiencing selective mutism, who face specific emotional and communication barriers.

In addition, much of the existing research on selective mutism concentrates on clinical or therapeutic interventions delivered outside mainstream classrooms (Bergman, 2013; Kearney, 2010; Oerbeck et al., 2015). As a result, there is limited understanding of how everyday classroom teaching and peer interaction can support participation. There is a clear need for teacher-led, classroom-based research that investigates how structured peer support combined with identity-based activities can promote oral participation for selectively mute ESL learners in inclusive settings.

This ongoing action research study addresses this gap by examining how a peer-buffering approach, combined with identity text production, supports selectively mute students’ oral participation and sense of emotional safety in mainstream ESL classrooms. In this study, peer buffering refers to a structured practice in which selectively mute learners work with psychologically trusted peers who share speaking responsibility, support turn-taking, and build meaning together. This allows participation to develop gradually through supported interaction rather than individual performance. This approach extends existing peer-support research by treating peer interaction not simply as general collaboration but as a deliberate strategy to reduce communication anxiety and open access to participation. Trusted peers were identified through sociometric tools, teacher observation, and student preference in order to ensure relational safety rather than forced participation. The study began in September 2025 and continues through ongoing cycles of classroom-based action research.

The study is guided by the following research question:

- How does peer-buffered identity text production influence oral participation and anxiety among selectively mute ESL learners?

In this research, anxiety is examined through observable signs of emotional comfort and reduced avoidance of participation rather than through clinical diagnosis, in line with an educational perspective on learner well-being.

The study is grounded in sociocultural and dialogic theories of learning (Vygotsky, 1978; Mercer, 2007), which view learning as socially shaped through interaction, as well as in stress-buffering theory (Cohen & Wills, 1985), which explains how social support can reduce anxiety in stressful situations. Together, these perspectives help explain how trusted peer relationships can serve as protective social support for learners who experience communication-related anxiety. Identity texts (Cummins & Early, 2011) are used as multimodal tools that allow learners to express personal meaning before speaking, thereby reducing both linguistic and emotional pressure. Although identity texts are recognised as multimodal, limited research has explored how the choice of mode works together with peer support for selectively mute learners. This study begins to explore this connection. By combining these perspectives, the study presents peer buffering with identity texts as an inclusive classroom practice that supports meaningful participation.

A qualitative action research design was used. The study involved 28 Grade 9 students in two ESL classes at a Nazarbayev Intellectual School in Kazakhstan, including four students identified as selectively mute in classroom contexts due to ongoing avoidance of oral participation. Identification was informed by 2 school psychologists' screening and sociometric assessment, and formed part of an intervention that began in September 2025. The small number of selectively mute learners reflects the low frequency of this condition and is typical of classroom-based inclusive research rather than clinical studies. The intervention was carried out over a six-week period and was integrated into regular ESL speaking tasks within the Grade 9 curriculum unit “Traditions and Generations.” Selectively mute learners engaged in scaffolded activities that combined identity text creation, structured peer buffering, and gradual audience expansion. Gradual audience expansion involved moving from one-to-one peer interaction to small-group participation, allowing learners to build confidence step by step without performance pressure. This approach offers a classroom-based alternative to clinical desensitisation models. Data were collected through classroom observations, student interviews, audio recordings of peer interactions, and reflective teacher journals. These sources were triangulated to explore changes in oral participation, peer interaction, and emotional engagement. Oral participation was examined through observable indicators such as initiating turns, length of utterances, and responsiveness in dialogue. Emotional engagement was understood through sustained interaction, reduced avoidance behaviours, and learner self-reports. The findings presented here reflect the first six-week cycle within a longer-term ongoing action research process.

Preliminary findings show a gradual increase in selectively mute students’ willingness to engage in peer interaction, produce longer spoken responses, and demonstrate greater confidence during communicative tasks. These changes were visible in more frequent initiation of turns, longer utterances in supported dialogue, and consistent engagement across tasks. The peer-buffered use of identity texts reduced performance pressure and supported continued participation in assessed classroom activities. Unlike approaches that rely solely on clinical intervention outside the classroom, this study shows how inclusive teaching practices within everyday lessons can support participation. The findings contribute classroom-based evidence to European and international discussions on inclusive education, learner voice, and equitable participation. They demonstrate how relational support within the classroom can help protect participation rights for learners who are often silent in mainstream settings. Although the small-scale and context-specific nature of the study limits broad generalisation, it offers a theoretically informed and ethically sensitive model that may guide future long-term and comparative research on the academic and social development of selectively mute ESL learners engaged in peer-buffered, identity-based practices. Future research may also explore how peer-buffered classroom practices align with family perspectives on participation and communication.

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