Memoirs of Master

Permanent URI for this collectionhttps://dspace.univ-ghardaia.edu.dz.dz/handle/123456789/7022

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    Novice Teachers vs. Experienced Instructors: A Comparative Study of EFL Classroom Management among 1st year students at Al-Karma Boudjema Secondary School in Bouhraoua - Ghardaia
    (جامعة غرداية, 2026) Amine Chakib Chehma, Slimane Benoudina
    Classroom management is widely recognized as a vital element in successful teaching and learning, particularly within the English as a Foreign Language (EFL) context, where organization and a positive environment directly influence student engagement and outcomes. This study investigates how novice and experienced EFL teachers navigate their daily classroom environments. Specifically, the research focuses on the practical management strategies used by both groups, including time management, seating arrangements, and transitions between activities. The study adopts a descriptive-comparative research design using a mixed-methods approach (Quantitative and Qualitative) to ensure a well-rounded understanding of the classroom dynamic. A questionnaire was administered to 32 EFL teachers in Ghardaia to identify widespread classroom management practices, while a structured classroom observation grid was utilized within 3 first-year secondary school classes to gain deeper, real-time insights into actual teaching behaviours. Additionally, a detailed comparative analysis was carried out between two specific practitioners: a novice teacher with less than two years of experience and an experienced instructor with more than ten years of experience. The research was highlighting how teaching experience shapes the organization and flow of the lesson. The findings reveal that experienced teachers show a more proactive and routine-based approach to classroom management, with consistent lesson pacing, strategic use of physical space, and smoother activity transitions driven by established non-verbal routines, while novice teachers tend to rely on reactive and verbal-heavy strategies with uneven lesson pacing and limited use of non-verbal signals. Classroom management, EFL, novice teachers, experienced teachers, professional development