Investigating Teachers’ Guidance Towards Learners Encountering Speaking Difficulties: The Case Of Fourth-year Classes Of Amyoud Smail Middle School Of Tizi-ouzou

Résumé: The present study sheds light on the teachers’ guidance with the learners encountering speaking difficulties. The case study is fourth-year learners at Amyoud Smail Middle School of Tizi-Ouzou. The work aims at investigating whether the teachers provide their learners opportunities to interact in the classroom or not. It also seeks at exploring the speaking obstacles encountered by EFL learners during classroom interaction and the teaching techniques used by the teachers to overcome these difficulties. Furthermore, the research determines how teachers provide their oral constructive feedback toward their learners’ responses. This study has been conducted under the light of Ted Glynn’s theory of ‘Responsive Social Contexts of Learning (1985). Moreover, the research work is based on the Mixed Methods Research since the results obtained from the learner’s questionnaire are analysed using the Microsoft Excel Program. However, the outcomes gathered from the teachers’ interviews are analysed using Qualitative Content Analysis. On the basis of the findings of the research study, it is concluded that most of the learners are given opportunities to interact during English classes. In addition, the learners encounter many difficulties while speaking. Thus, the teachers design collaborative activities adopted as techniques to guide their learners to overcome their difficulties. Furthermore, the teachers provide oral corrective feedback towards their learners’ responses

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