Classroom management styles and L2 learners speaking performance

ABSTRACT Recent studies during the last decades have highlighted the role of language production in the process of language learning (e.g. Izumi, 2003). It has been suggested that classroom management skills can affect students’ academic engagement in the process f learning. The purpose of this study was to investigate the interconnections between different management styles and English language learners’ speaking performance. Therefore, a qualitative methodology was used to obtain data from teaching practices of four English language teachers in an English institute. The data was collected during five sessions and each teacher was observed and recorded. The recordings were then transcribed and grounded theory was used to analyze the obtained data. By the help of the information provided in the observation forms and class recordings it was concluded that three of the teachers provided enough opportunities for the students to present themselves through monologues, pair and group works. The teachers had also interventionist management styles which did not seem to result in inappropriate classroom behaviors. However, there were not any pair or group works in one of the classes and the quality of interventionist management styles seemed to have harmed students’ affection. Students reacted negatively towards the teacher and seemed to have been mostly distracted by thoughts and feelings which reflected lack of engagement in the learning process. It was, therefore, concluded that both interventionist and non-interventionist management styles, if used judiciously, can help teachers to create a positive classroom atmosphere and encourage students to speak. However, if the use of non-interventionist management styles is overshadowed by the overuse of interventionist management styles and the quality of interventionist style disengages the learners in the learning process, then the learners might not be able to talk and improve their language skills. The findings of the study might help language teachers and teacher trainers improve the classroom management styles so that learners are given more opportunities for speaking and are more deeply involved in classroom activities. Keywords: Classroom management, interventionist, non-interventionist, L2 learners, speaking performance.