TEACHERS’ INSTRUCTIONAL STRATEGIES AND CLASSROOM PARTICIPATION OF STUDENTS IN ENGLISH CLASS: A STUDY ON SECONDARY SCHOOLS

Abstract

Abstract

The present paper is an attempt to study the instructional strategies adopted by English teachers and classroom participation of class IX students in English in selected secondary schools of Assam, India. Three tools viz. an observation schedule, a questionnaire for teachers and a questionnaire for students were used in the study. Experts validated all the tools and their reliability was also sought. The sample consisted of 720 students and 50 English teachers. The investigator observed thirty classes as non-participant observer, administered both the questionnaires on students and the English teachers of class IX. Data analysis indicated that the instructional strategies were teacher-centric. Teacher Talking Time (TTT) was much more than Student Talking Time (STT). Teachers failed to attend to individual needs of the learners and unaware of language games and role-play. Nor were the classrooms