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Following the recent evolution of research perspectives toward student silence, an increasing number of studies have sought to empirically probe into the beneficial role of this variable in students’ success. Yet, a limited number of review studies have been carried out to illustrate the complex nature of student silence and its positive consequences (e.g., success, increased learning outcomes, etc.). Hence, this study aims to review different definitions of “student silence” to elucidate its facilitative function in EFL/ESL students’ success. Providing empirical evidence, the role of student silence as a facilitative element in English language learning was proved. Finally, some pedagogical implications for EFL/ESL teachers and teacher trainers are also discussed.