Exploring the Infringing Behaviors of Students Inside an EFL Classroom: A Research Study From the Teacher’s Vantage Point
On December 2, 2020, the Language Research Center (LRC) of the Faculty of Languages and Translation hosted a webinar titled "Exploring the Infringing Behaviors of Students Inside an EFL Classroom: A Research Study From the Teacher’s Vantage Point." The session, aimed at addressing concerns about students who might be considered challenging in the educational setting, was led by Dr. Najmus Sarifa and Ms. Rakshinda Jabeen.
Sarifa and Jabeen began by emphasizing their study's underlying premise – the belief that there are no 'bad' students or teachers, only varying levels of expertise, competence, and cooperation. They highlighted the necessity for mutual understanding and collaboration for successful classroom dynamics.
The presenters focused on the infringing behavior of students – undesirable conduct that disrupts teaching-learning activities in the classroom. Such behaviors can create disturbances, inhibit the learning process, and prove exasperating for both teachers and fellow learners. Examples of common misbehaviors include disobedience, rudeness, inattentiveness, daydreaming, tardiness, and failure to complete classroom tasks.
Their research sought to understand how university teachers perceive misbehavior and explored the root causes of such conduct. The study, based on a descriptive survey, provided insights into the most common disruptive behaviors and their potential causes, aiming to help establish well-managed classrooms.
For effective achievement of educational goals, Sarifa and Jabeen emphasized the importance of fostering a positive, ideal learning environment. They referred to scholarly works by Başar (1998), Bull & Solity (1996), and Stephens & Crawley (1994), suggesting that a student's past experiences or the teacher's attitude towards students could influence such behaviors.
The presenters stressed the importance of skillful classroom management in reducing undesirable behavior. They advocated for interaction patterns and teaching methodologies that cultivate diverse communication contexts within an EFL classroom, contributing to effective instruction and smooth lesson progression.
Concluding the webinar, Sarifa and Jabeen posited that students seldom misbehave without cause, suggesting that both internal and external factors could be responsible for disruptive behaviors. They advocated for further exploration into the reasons for student misconduct.
During the question-and-answer session, LRC Director, Dr. Ismail Alrefaai, underscored the importance of clearly outlining rules, regulations, and expectations at the start of every course or class. He also emphasized reducing teacher talk time in language classes to create student-centered learning environments that encourage active participation.
The interactive webinar offered insightful methodologies for addressing, motivating, and supporting underachieving students in the Bachelor of Arts in English program.
The Bachelor of Arts in English program at the Faculty of Languages and Translation is dedicated to providing students with comprehensive academic, professional, psychological, and social guidance, backed by a team of qualified and dedicated staff.
