Techniques to manage disruptive behavior in EFL classrooms

Abstract

Disruptive behavior is a common concern among teachers, who often feel that there is insufficient information about its causes and techniques for managing it effectively. This research synthesis has three research questions that guide the analysis, focusing on techniques to manage behavior, causes of disruption, and perceptions of misbehavior in English as a Foreign Language (EFL). For this research, the analysis considered a total of 20 studies. Fourteen strategies were identified, with the most prominent being the development of strong teacher-student relationships characterized by respect, empathy, and emotional support. While not immediately effective, this approach fosters long-term behavior improvements. Moreover, the reported causes of disruptive behavior stem from dysfunctional home environments, unmet emotional needs, and psychological challenges. Such factors, including mental health issues and trauma, hinder students’ focus and participation. Lastly, communication is essential in managing behavior. Additionally, teachers manifested the importance of engaging activities and a supportive classroom environment. It is concluded that effective behavior management in EFL classrooms requires a multifaceted approach, including motivating positive relationships, establishing clear expectations, and involving students actively. Addressing both internal and external factors that contribute to disruptive behavior is essential for creating a supportive learning environment.