Teacher Growth in the Face of Disruptive Behaviors and their Effects on Learning and Assessment in an EFL Classroom Context

By Paul S. Berg and Richard McFarlane.

Published by The Learner Collection

Format Price
Article: Print $US10.00
Article: Electronic $US5.00

Classroom management can be summarized as the combination of classroom organization, prevention of and intervention in disciplinary matters, and the setting of the “tone” of the classroom (Laut, 2009, p. 1) with the ultimate goal to create effective learning. This action research paper explores two EFL teachers’ challenges in classroom management/disruptive behavior at a Taiwan university. A key purpose of action research is for teachers to inquire into an aspect of their practice in order to improve teaching and/or learning. In this study, the teachers seek to better understand the nature of encountered disruptive classroom behavior, examine its effects on classroom learning and assessment, and examine the effectiveness of responses to the disruptions.

Keywords: Action Research, Disruptive Behavior, Classroom-based Assessment, Communicative Approach, Student-centered, Classroom Management

The International Journal of Learning, Volume 18, Issue 9, pp.55-68. Article: Print (Spiral Bound). Article: Electronic (PDF File; 822.762KB).

Paul S. Berg

Lecturer, Department of International Business, Ling Tung University, Taichung, Taiwan

Paul S. Berg has taught English as a foreign language at universities in Taiwan for over twenty years. His research interests are in teaching, learning, and developing curriculum in EFL, especially related to teaching and learning English for communicative purposes.

Richard McFarlane

Lecturer, Ling Tung University, Taichung, Taiwan

Richard McFarlane is a lecturer at Ling Tung University.


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