EXPLORING THE EFFECTS OF LESSON PLANNING ON EFL TEACHERS’ CLASSROOM PERFORMANCES IN THE PROCESS OF TEACHING ENGLISH AS A FOREIGN LANGUAGE IN BENINESE POST BEGINNERS’ CLASSES

This research aims to examine the challenges English teachers face during lesson planning and their impact on the academic performance of their learners. Both quantitative and qualitative methods were used to collect data from five (5) secondary schools, three (3) public and two (2) private. 50 English teachers were administered a questionnaire. A focus group was held with ten (10) pedagogical advisors and ten (10) inspectors to understand better their perception of the challenges related to lesson planning and their impact on learners’ motivation and academic performance. The data analysis shows that most teachers are neither experienced nor trained in teaching English. In addition, school authorities have little control over preparation sheets, and lessons are conducted disregarding pedagogical standards. The data also reveals that the use and importance of lesson planning sheets are positively appreciated by all teachers, pedagogical advisors, and school inspectors as a teaching and learning tool. According to them, good preparation reinforces learners’ motivation and participation, hence improving their academic results. For better lesson planning, this study suggests that these teachers should be better trained on planning methods and techniques, taking into account the interests, needs, and perspectives of their learners. Cette recherche vise à examiner les défis auxquels sont confrontés les enseignants d'anglais lors de la planification des cours et leur impact sur les performances académiques de leurs apprenants. Des méthodes quantitatives et qualitatives ont été utilisées pour collecter des données dans 5 écoles secondaires, 3 publiques et 2 privées. 50 enseignants d'anglais ont été soumis à un questionnaire et un groupe de discussion a été organisé avec 10 conseillers pédagogiques et 10 inspecteurs afin de mieux comprendre leur perception des défis liés à la planification des leçons et leur impact sur la motivation des apprenants et les performances académiques. L'analyse des données recueillies montre que la grande majorité des enseignants ne sont ni expérimentés ni formés à l'enseignement de l'anglais. En outre, les autorités scolaires ont peu de contrôle sur les feuilles de préparation et les leçons sont menées au mépris des normes pédagogiques. Les données révèlent également que l'utilisation et l'importance des fiches de cours sont appréciées positivement par tous les enseignants, les conseillers pédagogiques et les inspecteurs en tant qu'outil d'enseignement et d'apprentissage. Selon eux, une bonne préparation renforce la motivation et la participation des apprenants, d'où l'amélioration de leurs résultats scolaires. Pour une meilleure planification des cours, cette étude suggère que ces enseignants soient mieux formés sur les méthodes et techniques de planification en tenant compte des intérêts, besoins et perspectives de leurs apprenants.  Article visualizations

Examining the Impacts of Cartoons on Motivating EFL Beginner Students to Speak English Language in Beninese Secondary Schools: The Case Study of Some Secondary Schools in the Atlantic Region

In Benin, a French speaking country where English is taught and learnt as a foreign language, secondary school learners and their teachers encounter a variety of problems related to EFL learners’ poor oral performance. This research work investigates the impacts of cartoons on motivating EFL students to speak English in classrooms. Throughout this study, the motivating potentials of visual aids and of cartoons have been explored as a means to improve the teaching/learning of English as a Foreign Language in the Beninese context. This research work was carried in two secondary schools located in the Atlantic Region where two EFL classes have been selected. One representing the experimental group and the other the control group. Four (4) teachers and two hundred and thirty (230) EFL students were selected to participate in the study. Two types of questionnaires were designed and distributed to both EFL learners and teachers. The data collected were presented in forms of frequency, tables, and figures. The findings revealthat although students love games, movies, a large majority of Beninese EFL teachers rarely resort to them as a technique. Thefindings also reveal that cartoons when used appropriately yield positive impacts on EFL beginners’ listening, speaking, reading and writing abilities. 75% of  Beninese teachers recognize that  cartoons is  an efficient means for fighting anxiety  and motivating EFL beginners to develop their oral production. As a result, the study recommends that teachers should be trained on the practical strategies and techniques to use cartoons to motivate their learners to communicate fluently in English language and to create a less-stressful classroom atmosphere