Exploring EFL Learners’ Reluctance to the Classroom Interaction Practice.

Abstract

The present Master dissertation deals with a range of methods and different ways utilized by educators within the classroom to inspire reluctant students to converse and participate. Varied learnt articles area unit critically reviewed, taking into consideration elementary psychological feature methods like enhancing communication, minimizing negative factors (including anxiety, apprehension and stress), teaching through games, yet as different cocurricular activities. Then, we have the linguistic barriers such as (pronunciation mistakes, poor grammar, lack of vocabulary …etc). All these factors adversely affect the learner’s participation during EFL middle school Classroom Conversation Practices. Whithout neglecting the role of educators, parents and learners. In order to acquire the information required for our dissertation, we used a mixed method. Since the purpose of this study is to examine the current situation of EFL learners in the classroom interaction practices, both teachers and students are concerned by the study. Finally, our objectives for this paper is to present some essential recommendations for the development of the current practices of classroom motivation, to identify the reasons behind the learners’ reluctance in EFL middle school classroom conversation practice, and to motivate and encourage the reluctant learners to be active participants in EFL middle school classroom conversation practice.