Investigating Disruptive Behaviours within EFL Secondary School.

Abstract

This study intended to identify the major causes and impacts of disruptive behaviours in classrooms, and potential solutions which can be used to effectively deal with it. We had hypothesized that a better understanding of disruptive behaviours in classrooms would enable teachers aswell as learners to adjust their behaviours for a positive atmosphere in the classroom. To examine the accuracy of the Hypothesis, one questionnaire for the learners was conducted and it took place in Belhoueri Mohamed secondary school, Tiaret, and one interview for the teachers was designed. The first one was addressed to first year secondary EFL learners. The second one was administered to six English teachers in Tabouch Mohamed secondary school in Mellakou in the wilaya of Tiaret and Mohamed Ben Abedelkarim in Tiaret during the academic year 2019/2020. The results of the learners‟ questionnaire reveal that the learners think that the reason for disruptive behaviours is due to teacher factors; however, teachers think that learners are the major causes of classroom disruption, they also believe that the relationship between Them is the primary impact of misconduct in classrooms, They agree on the negative consequences of disruptive behaviours including motivation, participation, and behaviours.Both teachers and learners confirm that it is very helpful to understand the reasons behind this behaviour and build ways and methods more effectively and to intervene properly to prevent it from happening.