EFFECTIVENESS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE
a monograph submitted for the B.A degree in english
STUDENT : AYOUB BOUYZIMER
SUPERVISED BY :
APOGEE NUMBER : 1100270
DR KOUBALI JAMAL
2020/2021
1
OUTLINE :
Acknowledgements …………………………………….. 3
Introduction ………………………………………………. 4
I-The Theoretical Part
Chapter one : Teaching Effectiveness
1.Definition of Teaching ……………………………….5
2.The concept of Effective Teaching ……………...6
3.Characteristics of Effective Teaching ……….....7
4.Qualities of an Effective Teacher ……………..…10
Chapter Two: Strategies and Techniques of Effective
Teaching
1.Strategies of Effective Teaching ……………….. 13
2.Techniques of Effective Teaching …………..… 14
II- The Practical Part
1. Questionnaire
1.1 The Questionnaire’s introduction……………..17
1.2 The questionnaire’s form ………………………..18
2 data analysis …………………………………………….20
Conclusion ………………………………………………….29
2
Acknowledgements
First of all, I would like to thank my Research
Supervisor, Mr Koubali Jamal . without His Guidance,
assistance, and involvement throughout the stages of
this research conduction, this paper could have never
been accomplished.
second of all, I would like to show my infinite
gratitude to my Father, Mother, and my Sister for their
motivation and support, however, without them this
paper could have never come to light. My Friends along
with my classmates should also be thanked for making
my first three years in college very beneficial, effective,
and amazing
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INTRODUCTION
Effective teaching has always been a topic of concern to many researchers , since it
is one of the key elements in any educational system improvement , therefore
linguists and teachers are constantly trying to think of different strategies and
techniques to get a student to fully understand the material taught to them . The
present monograph is about effectiveness in teaching English as a foreign language ,
it is concerned with how to define a teacher's effectiveness and what makes an
effective teacher , besides exploring some characteristics of effective teaching , as
well as some strategies and techniques that make teaching methods more effective .
this monograph is divided into two main parts, namely the theoretical and practical
part .
The main purpose of the theoritical part is to define and interpret a set of concepts ,
in order to fully understand what it means to be effective in a teaching method , it is
also devoted to discuss in depth some characteristics of effective teaching
accompanied with strategies and techniques that effective teachers bring into use
in order to make their ways of teaching more effective . The practical part consists
introducing the questionnaire and representing its questions ,the analysis of data
collected and conclusion .
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I. THE THEORETICAL PART
1. CHAPTER ONE : TEACHING EFFECTIVENESS
1) DEFINITION OF TEACHING :
Various definitions have been given to teaching. According to Nilsen and Albertalli,
teaching in its broadest sense is the process whereby a teacher guides a learner or a
group of learners to a higher level of knowledge or skills , Banks also defines the
teaching process as an active process in which the teacher shares information with
learners to provide them with information to make behavioral changes. With
respect to the same view, Brown (2007:8) defines this process as “ guiding and
facilitating learning, enabling the learner to learn, and setting the conditions of
learning . It can be also defined as imparting knowledge or skill to someone ,
helping him to learn how to do something , providing him with instructions, guiding
learner in the study of something , providing him with required knowledge, and
causing to know or understand”. In keeping with this , we can say that the main
goal of teaching process is to enable a learner to acquire permanent knowledge by
letting him/her discover it by himself. By doing so, a teacher turns his learner into a
knowledgeable searcher rather than knowledgeable consumer. Teaching is leading
in such a way that the majority of the learners , regardless of their ethnicity, gender,
family ,and cultural background , are intended to achieve a high level of
education as long as being engaged in a deep level of thinking. general teaching
council points out that teaching has a wide range of duties and responsabilities in
which teachers teach to their learners not only knowledge but also merits and values
, Therefore Teaching is a big challenge , it consists of a set of things to be done :
• creating an organized classroom
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• Teaching good values
• improving the educational level of students
• inspiring students to find passion and love of learning
• building an effective relationship between teachers and their
students
• make students more interactive with the lesson
2)
THE CONCEPT OF EFFECTIVE TEACHING :
Effectiveness in teaching is considered to be a complex and a challenging task to
teachers. It consists of many skills that can be learned, improved, and expanded ,
the prerequisite for effective teaching is to use a set of effective skills to make the
learning-teaching process successful . Effective teaching requires the use of key
strategies and materials for the learning-teaching process. It also needs the ability to
organize one's ideas to convey the expected information.
In addition, Effective teaching is not a dependent process, which means that it not
only depends on the teacher, it also requires the participation of students, In the
same view, Brown and Atkins (1988) pointed out that “effective teaching does not
only depend on teachers. Students also have the responsibility of learning”. In other
words, teaching is not independent of learning, because effective teaching requires
improving the teaching methods of teachers and the learning methods of learners, so
learning cannot be separated from teaching. They are highly related processes. They
work together in harmony to achieve common goals and objectives.
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3)
Characteristics of effective teaching :
One of the Characteristics of effective teaching is the use of the easy-to-understand
language that matches the level of students. In other words, in order to allow
students to fully understand their own requirements and make the teaching process
more effective and successful, there are high requirements for the clarity of the
teacher's explanation and guidance. Chriskyriacou (2009:42) has already talked
about some key aspects of effective explanation, which can be seen as follows:
• Clarity : to talk clearly , and use an appropriate tone
• Structure: The main ideas should be broken down into meaningful parts and
connected in a logical order
• Length: quite short, may be interspersed with questions and other activities
• Attention: Deliver full use of voice and body language to maintain attention and
interest.
• Language: avoid the use of complex language in explaining new terms and
concepts
• Exemplars: exemplars should be used , especially those related to students'
experience and interests.
• Understanding: Teachers supervise and check students' understanding. In other
words, as far as the teacher‟s language is concerned, effective explanation requires
this kind of clarity, and the latter should take into account the level of the student.
When it comes to a person‟s thoughts, an effective explanation will also put this wellstructured idea into action; that is, when giving the main idea, The teacher should
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divide his thoughts into meaningful and interrelated parts in order to maintain this
logical reasoning and order, which means that one‟s thoughts should not be
scattered and scattered, because this kind of behavior will cause confusion for the
students and sometimes lead to misunderstanding.
An effective explanation places great emphasis on the concept of length, that is, it
requires precision and conciseness to avoid irrelevance. Effective explanations work
very hard to reduce students' attention by changing and playing with their own
voices, and excessive use of body language to get their full attention and promote
their understanding of the subject. Effective explanations require the use of clear
examples, but these examples should be taken from students‟ real life situations and
experiences, which means they should be relevant to students‟ interests. In terms of
language, Various activities are designed to include and urge students to participate
in a specific teaching environment. Effective teaching takes into account the needs of
students to a large extent; that is to say, teaching activities should be based on the
needs of students, inspired by real life, and make the teaching process meaningful.
All of these are designed to make the teaching environment more enjoyable.
Effective teaching requires the use of positive feedback. The latter is an emotional
activity, because it involves the teacher's clear judgment, and most of the time is
carried out in public. On one hand, feedback has a great influence on the overall
tone of the course, on the other hand it has a great influence on the teacher-student
relationship. In order to increase the self-esteem and self-confidence of students,
teachers should create an atmosphere of support and encouragement so that
students can be bombarded with praise and encouragement to help them get
answers. This presupposes that teachers will undoubtedly eliminate all contemptuous
responses or allow others to do so, so teachers should be conscious and clearly
aware of the possible impact of their reactions to certain behaviors of students , This
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is to encourage students to participate in shaping and constructing the curriculum. In
addition, effective teaching ensures the achievement of learning goals after each
activity. It also uses the skills of questioning to allow teachers to pop up the
knowledge previously learned by students. Not only that; their goals are more than
that. These questioning techniques are designed to check students‟ understanding
and encourage their thinking. They help teachers draw students' attention to specific
tasks. They can be used as warm-up activities. They are used as a means to get
those students with poor grades to participate and participate more in teaching
activities. They also help reduce disciplinary issues that may hinder the teaching
process from taking place . asking Questions attempts to invite students to
participate in a specific teaching environment. In short, Chris Kyriacou (2009:42) has
identified ten characteristics of effective teaching, as follows:
 The teacher's explanation and instructions should be clear.
 Establish a task-oriented classroom atmosphere.
 Use various learning activities
 Encourage students to participate and let all students participate.
 track the progress of students and meet their "needs".
 Provide well-structured and well-organized courses.
 Provide students with positive and comparative feedback.
 Ensure the coverage of educational goals.
 Use questioning techniques
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4)
Qualities of an Effective Teacher :
this part is dedicated to study the quality of effective teachers. It aims to discuss the
characteristics of effective teachers, and what qualities teachers should have to be
called effective . generally speaking, "effective" is an elusive concept and a
multifaceted definition Many people try to define the effectiveness of teachers, Some
of them associate it with student achievement , while Some definitions are based on
the supervisor‟s high performance rating. Some start with student comments to
define it. While others associate it with teaching outcomes, but it is still difficult to
define what outcomes might show effectiveness and how to measure the latter. It
can be agreed that effective teachers have a huge and lasting impact on student
achievement. It is said that effective teachers are effective managers of the
classroom, they are proactive not reactive when encountering student discipline
problems; that is to say, they expect students‟ bad behaviors and try to limit them
before they happen.
Effective teachers set the rules at the beginning of the school year; they demonstrate
this ability to fully engage and immerse students in the teaching process, thereby
avoiding distractions. This presupposes the implementation and use of various
activities to attract students' interest and address the different potentials of students.
Effective teachers suggest that students should be treated in the same way,
regardless of their background, regardless of their gender, race, etc , they emphasize
the concept of respect, which is regarded as the cornerstone of the classroom
foundation. Respect and fairness are regarded as one of the prerequisites for
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effective teaching. In terms of interaction, effective teachers attach great importance
to the relationship that exists between them and their students. They have always
been friendly. They often deal with students in a personal way and maintain this
view of the teacher-student structure.
Effective teachers show the ability to surpass this kind of interaction, which is mainly
based on an interaction between teacher and student In addition, effective teachers
have a good grasp of their subjects ; that is, they have mastered the various
components of their subject , Effective teachers are caring about others, which
means that they work very hard to understand students and value what they do,
regardless of their effectiveness, because this has a positive impact on student
progress or overall learning. There are many forms of care: it can be seen from the
teacher's listening; an effective teacher will listen to his students most of the time.
Concern can also be expressed in the teacher's ability to understand students at the
personnel level. Effective teachers are able to respond to the needs of students most
of the time, pay attention to each student, show his mastery of body language,
including the ability of changing style and tone , and check the learner‟s investment
in problem-solving activities .
Effective teachers show a good sense of planning because it is one of the most
important aspects of effective teaching, but the plan needs to take into account to a
large extent the overall goals and specific educational outcomes that the learningteaching process intends to achieve. In addition, effective teachers demonstrate the
ability and the capacity to change the teaching methods. In other words, they are
eclectic in choosing appropriate methods that match the requirements of the
teaching process and the level of the students
Effective teachers demonstrate the ability to group students, because group work
ensures the participation of all students, and allows them to support each other, and
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makes the teaching process more enjoyable. They use a variety of questioning
techniques related to checking students‟ understanding; popping up knowledge that
students have learned before, etc. They also have the ability to establish different
types of interactions, such as teacher-student, student-teacher, student-student
interaction.
In short, Chris talked about some of the qualities of effective teachers, as follows:

teachers should have a good subject knowledge

teachers should have established good relationships with students

teachers should have a good manage of the classroom

The lesson should be well-planned

The teacher should adopt a variety of questioning techniques

Classroom dialogue should be used to extend students‟ thinking .
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CHAPTER 2 :
Strategies and Techniques of Effective Teaching
This chapter mainly aims to explore and discuss the set of strategies implemented by
teachers to make the teaching-learning process more effective. Before digging into
the details of these strategies, it is important to mention the meaning of the
strategies to fully understand the ultimate goal of this chapter.
1. Effective teaching strategies
Teaching strategy refers to a group of methods and principles used in teaching.
These methods generally include lectures, classroom participation, or memorization,
but combining these will make the strategy more effective.
Effective teaching strategies try to make students more included in the teachinglearning process..
When we are talking about teaching strategies we have to mention that there is no
best strategy that a teacher can follow , but the successful use of various
instructional strategies can make the teacher‟s lesson more effecient , these are
some of effective teaching strategies :
the set of clear goals
The teacher should be clear about what he wants students to learn , setting up
clear , specific, measurable, and achievable objectives will help students to focus on
all aspects of the course.
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asking questions to check students understanding
It has been admitted that asking questions are important to help the teacher
evaluate and check students understanding .
provide students with feedback
giving feedback is the most important part in student‟s progress. Giving feedback
allows students to be familiar with their performance on a given task. it shows them
also how to improve their skills.
get students to work in a group
working in a group is very beneficial for students because it guarantees the
participation of all students and teaches them how to take responsibility, teachers
should choose activities that make each student responsible for a part of the activity,
because most of the time students tend to rely on those who can best complete the
assigned tasks.
plenty of practice
Practice gives students the apportunity to learn from their own experiences , it
keeps them more focused on the task given , moreover it allows the teacher to
check students understanding after a given lesson or activity .
2. Techniques of Effective Teaching
generally speaking a technique is a detailed list of rules or a guideline for any
teaching activity ,according to Edward Anthony (1963),a technique is defined as “a
particular trick, stratagem, or contrivance used to accomplish an immediate
objective” (p.66). Thus, a technique simply refers to what is practically done by the
teacher in the classroom
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in this part of the research we will explore a set of techniques that teachers often
use in their classrooms to make their way of teaching more effective and efficient

LANGUAGE-LEARNING GAMES
Language-learning games are one of the key emerging trends in English language
teaching and are commonly utilised by literacy teachers.
From encouraging students to work collaboratively (through pairs or teams) to
allowing them to spot their own mistakes, games play a significant role in learning in
more ways than one.
One common game shared by many English teachers is „Find the Mistake‟. Larry
Ferlazzo, an Californian English teacher and author, says he identifies common errors
in his students‟ writing and creates slideshows, each subsequent slide showing the
correct version.
Student pairs are given a mini-whiteboard and then have to correct the errors before
their teacher shows them the subsequent slides. The winners are the pairs who get
the most correct answers.

QUIZZES
Quizzes are an easy way to test students‟ knowledge, while also allowing the element
of competition to stimulate information retrieval. While quizzes can be completed
independently more as a solo „game‟, they can also provide the opportunity for
students to work collaboratively, thus boosting their teamwork and social skills.
You can home-design your own quizzes to spot-test students every week/month , or
use online teacher-made quiz platforms

THE USE OF TECHNOLOGY
Over the last decade, there have been a number of technological trends in teaching
and learning.
Now, over half of schools make regular use of laptops, iPads and other tablet in the
classroom, as well as a number of digital teaching tools that take help take the strain
of monotonous administration tasks for teachers ,technology can be an invaluable
tool for gaining access to educational resources.

COOPERATIVE LEARNING:
One of the crucial benefits of cooperative learning is that it allows the students to
work together . So many researchers have shown that students learn effectively once
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being grouped rather than apart . cooperative learning is an effective technique
because it makes each students responsible for one another‟s learning, and they feel
that they should work together in order to complete the task successfully , and
they tend to use various strategies , like communication , problem-solving skills ,
etc.

LESSON REVIEWING
Before beginning any lesson activity , effective teachers make all the time a kind
of review of previously learnt knowledge in previous sessions . This allows the
teacher to make sure that students have understood the necessary skills for their
today‟s lesson
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II- THE PRACTICAL PART
1. Questionnaire
1.1 The Questionnaire’s introduction
students are considered to be the foundation of the Language Learning process , by
conducting this reasearch , we aim at reaching, investigating and discovering the
perspective of Students concerning the way they actually learn English in their
classrooms to know what kind of english teaching methods and strategies teachers
often use to teach english.
The questionnaire contains nine questions chosen in a very meaningful way , they
could somehow reveal the students‟ points of view on the actual Learning process of
English in azilal specifically in the high school of ouzoud
The questions were as follow:
1) Gender, 2) Age, 3) How often does your English teacher make the lessons
enjoyable? 4) How often does your English teacher motivate you ? 5)
How often
does your English teacher focus on communication? 6) what form of the English
language does your English teacher focus on , 7)How does your teacher teach you
grammar ? 8) How often does your English teacher use new technology? , 9) What
are the activities that you practice in the English class ?
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2.2 The questionnaire’s form :
Questionnaire about effectiveness in teaching english
as a foriegn language
1.
Your Gender ? :
Male
Female
2.
Your Age ? :
18-21
21-25
More than 26
3.
How often does your english teacher make the
lessons enjoyable ? :
Very often
4.
rarely
never
How often does your english teacher motivate
you ? :
Very often
5.
often
often
rarely
never
How often does your English teacher focus on
communication?
Very often
often
rarely
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never
6.
what form of the English language does your
English teacher focus on :
The spoken form
The written form
Others , specify ………………..
7.
How does your teacher teach you grammar ? :
By explaining grammatical rules firstly , and doing
exercices secondly ?
By giving examples firstly ,and explaining the lesson
secondly ?
Others , specify ………………………………………….….
8.
How often does your English teacher use new
technology?
Very often
often
rarely
never
9.
What are the activities that you practice in the
English class ?
-
WORKING IN GROUPS
MAKING CONVERSATIONS
PLAYING GAMES
OTHERS , specify …………………………………………………………
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1. Data analysis :
2.1 The participants ‘ gender :
the gender of the participants
male
female
As the graph above shows 57% of participants are
females whereas 43% are males .
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2.2 age of the participants :
age of the participants
18-21
21-25
more than 26
65 % of students that have participated in this
research are between 18 and 21 years old, while
35% are btween 21 and 25 years old.
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2.3 enjoying lessons :
enjoying english lessons
Very often
often
rarely
never
The aim behind this question was to know whether
the English teachers make their lessons enjoyable
or not. 43% of students said that they rarely enjoy
learning English while 19% of the students enjoy
english lessons .
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2.4 Motivation :
motivation
Very often
often
rarely
never
As this diagram demonstrates, students reveal that
their teachers very often motivate them, and this is
proved numerically by 61%. By contrast , 39 % of
students claim that their teachers rarely motivate
them in the classroom
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2.5 Communication :
communication
very often
often
rarely
never
As it shown in the diagram, 76% of teachers of
English focus on communication and give it a prime
value. This implies that most teachers are aware of
the importance of communication in teaching,
whereas 24% of teachers have no special focus on
communication.
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2.6 language form :
language form
spoken form
written form
As we can see from the diagram above that
teachers tend to focus more on the spoken form of
the language rather than the written form ,The
diagram shows that 57% of teachers focus on the
spoken form of language ,whereas 43% tend to
focus on the written form
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2.7 the way of teaching grammar
the way of teaching grammar
inductive way
deductive way
There are two main approaches in teaching
grammar: the inductive and deductive approach ,In
the first one, teachers start from giving examples
and expressing situations containing the targeted
grammatical structure and then deduce the rule; it
is based on “rule-discovery”. The second approach,
the deductive approach , is rule-driven, that is to
say, it starts with presentation of rules and then
followed by examples in which the grammatical
rules are applied. As the diagram demonstrates,
the deductive approach dominates in teaching
grammar , 61% of the students claim that they
learn grammar deductively while only 39% claim
that their english teachers teach them grammar
rules inductively
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2.8 the use of new technology :
the use of new techonology
very often
often
rarely
never
The use of technology in teaching is very important
because it facilitates learning and makes the
teaching learning process more interesting and
enjoyable to students , according to the above
graph, 33% of students claimed that their teachers
often use new technology ,while 43% of students
reported that their teachers rarely use new
technology in the classroom .
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2.8 classroom activities
classroom activities
working in groups
making conversations
playing games
others
As the above graph shows , 45% of the students
said that their english teachers mainly focuse on
making conversations in the classroom while 27%
claim that working in group is the main activity that
their teachers often focuse on , whereas 24% claim
that they often play english games in the
classroom.
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Conclusion
In the first part of the current research, we strive
much hard to bring into discussion the notion of
effective teaching ; we have tried to shed light on
the concept of teaching and that one of effectivnes
in order to gain a comprehensive insight on what
effective teaching means . we have made also much
efforts to identify and tackle some characteristics
of effective teaching ; we have listed a number
characteristics which are backed by a set of sources
we have also tried to list and identify some
qualities and features that a teacher should
possess in order to call him an effective teacher. In
this part, we have dealt also with some strategies
and techniques that bring teachers’ way of teaching
more effective. In the second part of this
monograph , we have practically tried to see what
types of strategies and techniques english teachers
often use in their classrooms by implementing a
questionnaire which are noticeably described in the
section of the questionnaire form , The fact that we
have made a questionnaire where we asked
learners about their perspectives towards all of
these things enabled us to draw a clear image to
rate the current situation.
While we were making this research paper, we have
come across many questions which we could not
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tackle. Nevertheless, we have tried to deal with
everything that would show the situation as it is
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