Teachers and Learners’ Perspectives on EFL Learners’ Hindrances in Turn-Taking in Oral Expression Session :The Case of Third Year LMD Students at M’sila University

Abstract

Abstract Turn-taking is one of the features of classroom interaction, and the integration of learners in interaction is regarded also as the biggest challenge for teachers, since the learners of the foreign language may often face difficulties to take their turns confidently without any hesitation. The purpose of the study is to assess teachers and students „views about what hinders the EFL learners from taking turns effectively at oral expression module. In addition, our study deals with some obstacles that prevent learners from interacting. This study employs triangulation methodology which contains questionnaire for students, interview for teachers, and classroom observation. To find answers to research objectives, we investigated the case of third-year LMD students and the available teachers of oral expression module at M'sila University. This work follows descriptive analytical method to analyze the data obtained from the three research instruments. The results of this work show that teachers are aware of the hindrances that inhibit EFL learners from taking a turn in oral expression courses . The results also reveal that most of the learners keep silent in oral sessions due to psychological factors that include, shyness, fear of making mistakes and linguistic factors such as ;lack of vocabulary, grammar mistakes ,and other factors such as large classes, allocated time ,as seen in the classroom observations data which confirms the presence of these problems since it is invisible to observe all factors .Based on the obtained findings, the implications are made to overcome these problems.