Participation in class plays an important role in students’ independent learning, developing communication and other skills, and increasing learning motivation. The purpose of the thesis is to present how Spanish and Slovenian secondary teachers perceive students’ responsiveness to interactive activities and their motivation for participating in lessons. In the theoretical part, I defined the concept of interpersonal communication and described the communication process between teacher and students. Later, I explained the differences in the traditional and modern concept of the curriculum and focused on the effects of the class participation on students. The empirical part consists of researching Spanish and Slovenian secondary teachers’ perception of students’ responsiveness and motivation for participating in class. The aim of the study was to compare opinions of teachers from both countries and find out about any possible differences regarding their perception. The results comparison has shown that there are no statistically significant differences in Spanish and Slovenian teachers’ perceptions of students’ responsiveness and motivation for participating in class. On the other hand, the study has shown differences in some of the difficulties that the teachers face during interaction with their students. Spanish teachers are more likely to encounter students’ inappropriate behavior during interaction, while Slovenian teachers mentioned students’ fear of speaking up in class and lack of concentration.
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