EXPLORING THE EFFECTS OF LESSON PLANNING ON EFL TEACHERS’ CLASSROOM PERFORMANCES IN THE PROCESS OF TEACHING ENGLISH AS A FOREIGN LANGUAGE IN BENINESE POST BEGINNERS’ CLASSES

Authors

  • Pédro Marius Egounleti University of Abomey Calavi, Benin
  • Coffi Martinien Zounhin Toboula University of Abomey Calavi, Benin
  • Elie Yebou University of Abomey Calavi, Benin

DOI:

https://doi.org/10.46827/ejes.v9i9.4465

Keywords:

lesson planning, English teachers, motivation, performance / planification de cours, enseignants, Anglais langue étrangère, performances

Abstract

This research aims to examine the challenges English teachers face during lesson planning and their impact on the academic performance of their learners. Both quantitative and qualitative methods were used to collect data from five (5) secondary schools, three (3) public and two (2) private. 50 English teachers were administered a questionnaire. A focus group was held with ten (10) pedagogical advisors and ten (10) inspectors to understand better their perception of the challenges related to lesson planning and their impact on learners’ motivation and academic performance. The data analysis shows that most teachers are neither experienced nor trained in teaching English. In addition, school authorities have little control over preparation sheets, and lessons are conducted disregarding pedagogical standards. The data also reveals that the use and importance of lesson planning sheets are positively appreciated by all teachers, pedagogical advisors, and school inspectors as a teaching and learning tool. According to them, good preparation reinforces learners’ motivation and participation, hence improving their academic results. For better lesson planning, this study suggests that these teachers should be better trained on planning methods and techniques, taking into account the interests, needs, and perspectives of their learners.

 

Cette recherche vise à examiner les défis auxquels sont confrontés les enseignants d'anglais lors de la planification des cours et leur impact sur les performances académiques de leurs apprenants. Des méthodes quantitatives et qualitatives ont été utilisées pour collecter des données dans 5 écoles secondaires, 3 publiques et 2 privées. 50 enseignants d'anglais ont été soumis à un questionnaire et un groupe de discussion a été organisé avec 10 conseillers pédagogiques et 10 inspecteurs afin de mieux comprendre leur perception des défis liés à la planification des leçons et leur impact sur la motivation des apprenants et les performances académiques. L'analyse des données recueillies montre que la grande majorité des enseignants ne sont ni expérimentés ni formés à l'enseignement de l'anglais. En outre, les autorités scolaires ont peu de contrôle sur les feuilles de préparation et les leçons sont menées au mépris des normes pédagogiques. Les données révèlent également que l'utilisation et l'importance des fiches de cours sont appréciées positivement par tous les enseignants, les conseillers pédagogiques et les inspecteurs en tant qu'outil d'enseignement et d'apprentissage. Selon eux, une bonne préparation renforce la motivation et la participation des apprenants, d'où l'amélioration de leurs résultats scolaires. Pour une meilleure planification des cours, cette étude suggère que ces enseignants soient mieux formés sur les méthodes et techniques de planification en tenant compte des intérêts, besoins et perspectives de leurs apprenants.

 

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Author Biographies

  • Pédro Marius Egounleti, University of Abomey Calavi, Benin
    Dr. Pédro Marius Egounleti, is a lecturer and researcher (Assistant Professor) at the English Department, Université d‘Abomey-Calavi, Benin (West Africa). He taught at secondary school level for 18 years before moving to the university six years ago. His research interests are assessment, EFL teachers‘professional development, corpus linguistics, EFL learner motivation, and the teaching of the four (listening, speaking, reading, and writing) skills as well as grammar and vocabulary. Finally, he holds a PhD from Université d‘Abomey-Calavi in Benin.
  • Coffi Martinien Zounhin Toboula, University of Abomey Calavi, Benin
    Coffi Martinien Zounhin Toboula is an Assistant Professor at the Department of Literature, Languages, Arts and Communication (FLLAC) of the University of Abomey-Calavi (UAC). Holder of a PhD in Linguistics and Didactics of the English language, his areas of interest are psycho-pedagogy, learner psychology, anxiety management, promotion of oral communication and leadership, promotion of extracurricular activities, and innovation of teaching and research techniques in TEFL. Freelance translator and interpreter, he is also in charge of the management of a language laboratory and passionate about writing and research in human psychology.
  • Elie Yebou, University of Abomey Calavi, Benin

    Elie Yebou is an Assistant Professor at the Department of linguistics and Communication (FLLAC) of the University of Abomey-Calavi (UAC). He is holder of a PhD in Linguistics and Didactics of the French language.

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Published

2022-09-25

Issue

Vol. 9 No. 9 (2022)

Section

Articles

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