Interaction Challenges Faced by Primary School Pupils in an EFL Classroom at Bunia in the Democratic Republic of the Congo

Abstract

Purpose: It aimed to detect the challenges that prevent EFL classroom interaction in primary school. It also targeted to encounter the effects of interaction challenges on learners and to propose solutions to palliate those challenges.

Methodology: The study was conducted using the exploratory design. For data collection, the main concern was fieldwork method whereby observation served as technique. Data on teachers’ educational level and experience in ELT were retrieved owing to documentary technique.  From the collected data, we proceeded with some statistical analyses to describe the trends of the observation. Specifically, we used frequency counting, for the closed aspects with the help of Statistical Package for Social Sciences (SPSS) software.

Results: The results demonstrated that the interaction challenges prevent learners to develop their linguistic competences.

Unique contribution to theory, practice and policy: The results of this study invites teachers of English at the primary school to reconsider their pedagogy because interaction in a language classroom is capital. In order to palliate those challenges, the researchers recommend that teachers of EFL should use didactics that is tailored for primary school. They should create a positive and inclusive classroom environment, use icebreaker activities, provide clear instructions and expectations, utilize cooperative learning strategies, encourage active participation, provide scaffolding and support, and foster effective communication skills.