The Absence Of Oral Communication In Efl Classrooms And Its Impact On Students' Laguage Production Case Study Of Second-year Students At Dr Moulay Tahar University Of Saida

Résumé: The purpose of the present study is to shed light on learners’ oral participation and involvement in EFL classes. It investigates the difficulties that prevent students from oral communication and suggests solutions to enhance learners’ participation and engagement in the classroom. Both quantitative and qualitative approaches are used to complete this research and achieve accurate results. Data are collected using two different data collection instruments; a questionnaire and an interview, the first one is addressed to EFL teachers and the second is a questionnaire addressed to second-year EFL learners at the University of Dr Moulay Tahar in Saida. Results indicate that both EFL educators and learners hold responsibility for students’ passivity and reticence in the classroom; teachers’ and learners’ attitudes in EFL classes have a significant impact on the level and quality of oral communication and involvement during the course. Results revealed that most EFL learners remain passive during the course which engenders an absence of oral communication because they may suffer from various psychological and linguistic problems that prevent them from being active participants in EFL classrooms and pushes them towards passivity which created a boring learning atmosphere. It is recommended that both EFL educators and students work hand in hand and make more efforts to improve the level of participation and performance in the classroom and create a stimulating and encouraging learning environment, some teaching techniques and activities were suggested to make learners more communicative in the classroom.

Publié dans la revue: التعليمية