The Impact of Lesson Planning on Classroom Management in the EFL Context: The Case of Secondary Schools in Tizi Ouzou

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Mouloud Mammeri University of Tizi-Ouzou


The current study aims to investigate the impact of lesson planning on classroom management in EFL teaching. In this study, we adopted Colin J. Smith and Robert Lasletts’ theory entitled ‘Effective Classroom Management’ (1993). The study adopts the mixed methods approach, combining both quantitative and qualitative methods. The research tools used are: questionnaires distributed to the twenty five (25) teachers, a series of classroom observation sessions (15) were conducted in order to observe teachers’ use of lesson planning in class. For the analysis of the data, we have used the Statistical Package for the Social Sciences (SPSS) Program to elicit numerical data, and Qualitative Content Analysis (QCA) to explain and describe the qualitative data. The main objectives of this work are investigating the relationships between lesson planning and classroom management, and to raise teachers’ awareness of the importance of using lesson planning in classroom. The main findings show that the majority of teachers use lesson planning in the class. Indeed, the results of teachers’ questionnaire and classroom observation indicate that teachers do follow lesson planning during the lesson. Moreover, the results show that teachers’ use of lesson planning has a positive effect on classroom management




lesson planning, classroom management, positive effect, classroom environment, road map. EFL


Didactics of Foreign Languages