Time Management in an EFL Lesson Room: An Analysis of Challenges faced by Senior School Teachers at Bunia in the Democratic Republic of the Congo

Lotsove Makuru (), Malobi Pato () and Mumbere Malonga Mashauri ()

European Journal of Linguistics, 2024, vol. 3, issue 2, 1 - 14

Abstract: Purpose: To identify reasons why teachers are unable to manage time correctly during the lesson of English. In addition, this study aims at showing how time mismanagement can negatively impact the flow of English language acquisition. Methodology: This research used exploratory survey design as it required gathering information about a particular group or phenomenon for providing a detailed and accurate picture of the characteristics and behavior of a particular group or subject. The exploratory survey was conducted to have a better understanding of the existing research problem. A simple random sampling technique was adopted for this study. Data were collected using a questionnaire which was administered to a total number of 20 teachers. The statistical package for social sciences (SPSS) software technique served for data analysis in order to get frequencies and percentages. In order to analyze the qualitative data obtained from the open-ended questions in the teacher questionnaire, the data were firstly coded under themes considering the research questions and the sections and/or questions in the questionnaires. Then, the coded data under thematic categories were converted into frequencies and percentages and displayed in separate tables. Results: The analysis showed that 50% of teachers of English are unable to manage time in their EFL classrooms and thought that the time allocated to an English lesson is not sufficient. Also, pupils do not easily understand English, and need much time for explanation. Teachers, thus, take much time on pre-communicative activities because there are unexpected interruptions. Thus, teachers miss time to organize communicative tasks which is the last step of a lesson. Unique contribution to theory, practice and policy: Every English lesson go through steps that include Preparation, Presentation (pre-communicative activities), Practice (communicative activities) and Produce/Perform. As each English class has an operational objective, the teacher will verify whether he/she achieved this objective through produce related activities that pupils perform. It will be very difficult for the teacher to have information about achieving the objective if the lesson did come to the perform step. Owing to the importance of time management in an EFL classroom which can contribute to the English language acquisition and to the pupils’ learning motivation, the researchers recommend that enough time be allocated to the teaching of English in an EFL classroom. In addition, Teachers MUST very well plan their classes by avoiding the procrastinate of tasks and reducing time pressure. Moreover, they should adopt good time management as they design teaching goals and learning activities.

Keywords: Time Management; Challenges; Strategies; Procrastinate of Tasks (search for similar items in EconPapers)
Date: 2024
References: Add references at CitEc
Citations:

Downloads: (external link)
https://www.carijournals.org/journals/index.php/ejl/article/view/2020/2393 (application/pdf)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:bhx:ojtejl:v:3:y:2024:i:2:p:1-14:id:2020

Access Statistics for this article

More articles in European Journal of Linguistics from CARI Journals Limited
Bibliographic data for series maintained by Chief Editor ().