Abstract:
Classroom Management is widely recognized as a foundational component of effective teaching and learning, particularly in foreign language classrooms where learner engagement and motivation are crucial. This study investigates the role of classroom management in promoting English as a Foreign Language (EFL) learners’ attainment, focusing on second-year pupils at Bounoura Middle Schools in Ghardaia, Algeria. It explores the relationship between classroom management practices and learners’ academic performance, identifies the most effective strategies used by EFL teachers, and examines how learners’ perceptions of classroom management relate to their motivation, engagement, and achievement. The study aims to determine whether well-managed classrooms lead to improved educational attainment. To investigate this relationship, two questionnaires were employed as research tools: the first distributed to 10 middle school teachers, revealing strong links between classroom management and an orderly environment, discipline, and motivation; and the second distributed to 100 second-year pupils. The findings highlight the importance of equipping EFL teachers with practical classroom management skills tailored to the Algerian educational context and offer valuable recommendations for educators and school administrators seeking to enhance learner outcomes. Ultimately, the study contributes to the ongoing efforts to raise the quality of English language education in Algerian middle schools.
