Résumé:
present study investigates the nature of classroom management strategies and their use in
teaching English as a Foreign Language, and the ways they influence learners’ results. It
attempts to specify the reasons of the research problem which are mainly related to teachers’
lack of training in classroom management, the ineffective use of classroom management
strategies, and pupils’ individual differences. The study hypothesizes that the appropriate
implementation of classroom management strategies may affect learners’ marks in the English
tests. For this purpose, three research tools have been used, the first and the most important
one was a checklist for classroom observation conducted in Mahdjoub Abd El-Rahman
Secondary school to report teachers’ teaching strategies. The second tool was an analysis of
the marks’ sheets to check the extent of achievement in different classes when teachers apply
distinct classroom management strategies. Additionally, a questionnaire has been
administered for teachers of English in order to know their views and attitudes towards the
implementation of classroom management strategies. The findings show that the appropriate
use of classroom management strategies can help learners achieve better results in the English
tests; thus, the research hypothesis has been confirmed. The study suggests some useful
instructional teaching strategies that would foster learners’ test achievement, either by
incorporating the different classroom management strategies within the classroom setting, or
by raising teachers’ awareness of their effective implementation.
