The Impact of English Teachers’ Classroom Management Strategies on Students’ Speaking Fluency in EFL Settings

Classroom management plays a pivotal role in shaping the learning outcomes of students, particularly in the context of teaching English as a Foreign Language (EFL). Among the various language skills, speaking fluency stands out as a primary indicator of communicative competence and overall language mastery. This study investigates the impact of English teachers’ classroom management strategies on the speaking fluency of students in EFL settings. Employing a quantitative, descriptive-analytical research methodology, the study selected ۲۵ English teachers and ۳۷۵ secondary school students from various urban schools in Tehran through multi-stage random sampling, aiming for maximum diversity in academic background and language proficiency. Data collection involved the use of a standardized Classroom Management Questionnaire, a validated Speaking Fluency Test, and structured observation checklists. The findings revealed that students in classrooms managed through collaborative and student-centered strategies exhibited significantly higher levels of speaking fluency compared to those in traditionally managed settings. Specifically, strategies involving positive discipline, flexible activity organization, constructive feedback, reduction of speaking anxiety, and effective use of technology were found to foster a supportive and engaging classroom climate conducive to oral language development. Correlation and regression analyses indicated that collaborative management, student-centered practices, and error tolerance had the strongest positive impact on learners’ speaking fluency. The results also highlighted the importance of balancing curriculum coverage and interactive opportunities, as well as integrating technology-enhanced management tools. The study advocates for continuous professional development programs focused on innovative classroom management and the adaptation of such strategies to local cultural norms and institutional constraints. Ultimately, the findings suggest that strategic and supportive classroom management by English teachers not only maintains discipline but also acts as a catalyst for increased student participation, reduced speaking anxiety, and enhanced speaking proficiency. The research recommends that educational policymakers and teacher training institutions prioritize empowering teachers with skills and knowledge in modern, collaborative, and contextually responsive classroom management strategies to maximize EFL learners’ communicative outcomes.

کلیدواژه ها:

classroom management ، English teacher ، speaking fluency ، EFL ، teaching strategies