Exploring Classroom Organisational Forms and Teacher Talk Time in Malian English as a Foreign Language (EFL) Classes

Abstract

This study explores classroom organizational forms and teacher talk time in Malian English as a Foreign Language (EFL) setting, emphasizing their influence on language acquisition and proficiency development. Using an observational research design, 30 lessons delivered by 10 teachers were analysed to identify preferred classroom structures and the balance between teacher talk and student participation. The findings reveal that 70% of the observed lessons predominantly utilized pair and group work activities, particularly in response to the challenges posed by large class sizes. However, the results also indicate that teacher talk time significantly outweighs student talk time, with teachers maintaining a dominant role in classroom discourse. This teacher-centered approach, while facilitating structured instruction, limits opportunities for students to engage in active language use and practice essential communication skills. The study underscores the need for more student-centered strategies to foster greater learner participation and interaction, which are crucial for effective language learning. These findings contribute to the growing body of research advocating for balanced classroom interactions to enhance learning outcomes in EFL contexts.