EXPLORING TIME-MANAGEMENT IMPEDIMENTS IN UPPER SECONDARY EFL CLASSES IN BENIN'S OUÉMÉ-ATLANTIQUE-LITTORAL REGION

Abstract

This study explores the impediments to effective time management in Upper Secondary English as a Foreign Language (EFL) classes within Benin's Ouémé-Atlantique-Littoral region. The research aims to identify sociolinguistic, psycholinguistic, and pragmatic factors that hinder time management in EFL classrooms and the impact of poor time management on the teaching quality and academic performance of Beninese intermediate EFL learners. Practical solutions to address these time management challenges in the EFL classroom are also investigated. The study adopts a mixed methodology, employing both quantitative (descriptive statistical methods) and qualitative approaches using thematic inductive analysis techniques based on Terry et al.'s (2017) work. The target population includes 132 secondary school administrators, primarily EFL instructors, principals, and supervisors from public and private secondary schools in Benin's Ouémé, Atlantique, and Littoral regions. Data collection involved a semi-structured questionnaire comprising eight questions. The findings reveal several factors impeding time management, such as inadequate teacher training, insufficient planning and preparation, and a dearth of instructional materials. Furthermore, poor time management negatively affects students' learning outcomes, resulting in low academic performance. The study recommends that teachers undergo effective time management training, gain access to instructional resources, and receive adequate support from the school administration. A conceptual framework is presented, providing a comprehensive approach to address time management challenges in the EFL classroom. By grasping the significance of time management, developing effective strategies, and implementing them in the classroom, teachers can ensure their students promptly achieve their learning objectives.