EFL teaching strategies and students’ apprehension in learning the English language

Abstract

This study attempts to investigate EFL teachers' effective classroom strategies and first year university students' apprehension in learning the English language. It focuses on the effectiveness of classroom strategies made by EFL teachers and the students' apprehension in learning English language in first year university ' classes. This study has contained two parts, theoretical part which tackles the dominance and spread of the English language in the world and its ability to take a prominent place in the societies of other countries. Several EFL teaching strategies that are used in the first year English classes and their effectiveness to make learning more successful and discussed the problem of apprehension in learning English. Also it investigates the causes and factors behind this problem as well as, concluded by trying to find solutions for this issue. The second part is a practical one for collecting data in which we used the quantitative questionnaire for first year university students at Mohamed Al Bachir Al Ibrahimi (169 students). And an interview was addressed to first year English teachers of BBA University (3 teachers with different experiences in teaching). The aim of this study is to know which classroom strategies EFL teachers use to teach first year English university students. How could the strategy be effective? What are the causes and factors of student’s apprehension? How does a first year university student overcome his / her apprehension in learning the English language? While both of EFL teachers and learners have to develop the teaching and learning process. While the great responsibility rests with the teacher as he/she is the monitor, the instructor and the guide. When teaching English as a foreign language, teachers should teach the English language by using various strategies to increase the motivation of the students to study the English Language. Moreover, they should work to increase the interaction between them and the students. We hope that this study will be useful to both first year English teachers and students of BBA University and find support for them