1 Introduction

“Classroom management is intended to provide students with more opportunities to learn all of the things that a teacher does to organize students, space, time, and materials so that students´ learning can take place”[4]. Classroom management is one of the most critical aspects of successful teaching and learning, particularly in English as a foreign language (EFL) classes. According to Tarman and Koc [5], the efficacy of classroom management in EFL classes refers to the ability of teachers to use a range of effective classroom management techniques to establish and maintain a positive and supportive learning environment that fosters student motivation and engagement. Classroom management is the process of creating and maintaining a conducive learning environment that supports students' learning and behavior [5]. In EFL contexts, classroom management is vital to create an environment conducive to learning, as it can affect learners' motivation, engagement, and achievement. Therefore, understanding the efficacy of classroom management in EFL classes is essential to improve the quality of teaching and learning in these settings.

It was found that classroom management significantly influenced students' motivation and engagement in EFL classrooms. In this way, effective classroom management positively affects students' academic achievement in EFL classes.

Effective classroom management stands as a cornerstone of successful learning experiences, particularly within the realm of English as a Foreign Language (EFL) instruction at educational institutions like Quaid-e-Awam University of Engineering, Science, and Technology (QUEST) in Nawabshah, Pakistan. In this distinctive context, characterized by its pursuit of English language proficiency, the role of classroom management becomes paramount. The educational landscape at QUEST is marked by its unique challenges and demands. EFL instruction, as a critical component of the university's mission, necessitates a thorough understanding of classroom dynamics and effective management strategies to ensure meaningful learning outcomes. This context underscores the vital importance of this research, which aims to shed light on the complexities of classroom management in EFL settings.

1.1 Significance of the Study

This research study is significant for several reasons. Firstly, it highlights the importance of classroom management in EFL classes and its impact on learners' motivation, engagement, and achievement. Secondly, it identifies the gap in the literature regarding the efficacy of classroom management practices in EFL classes at QUEST, Nawabshah Pakistan. Thirdly, it proposes a case study approach to investigate the current practices of classroom management and their impact on learners' motivation, engagement, and achievement. This approach is particularly valuable as it allows for an in-depth exploration of complex phenomena within their real-life context. Case studies offer an in-depth examination of complex educational phenomena within their real-life context [2].

1.2 Statement of the Problem

A notable gap exists in the current body of research when it comes to comprehensively understanding classroom management within the specific context of EFL instruction at QUEST. While classroom management is universally acknowledged as an essential aspect of teaching and learning, its nuances within this unique environment remain relatively unexplored. This research seeks to bridge this gap by delving into the intricacies of classroom management in EFL classes, highlighting its critical relevance to shaping the learning environment.

1.3 Research Questions

The study aims to answer the following research questions:

1 What are the current classroom management practices in EFL classes at QUEST, Nawabshah Pakistan?

2 How do these practices impact learners' motivation, engagement, and achievement in EFL classes?

1.4 Research objectives

The research objectives of the first chapter of this research proposal are as follows:

1 To identify the current classroom management practices in EFL classes at QUEST, Nawabshah Pakistan.

2 To examine how these practices impact learners' motivation, engagement, and achievement in EFL classes.

2 Literature Review

The literature review in this research study lays the groundwork for an investigation into classroom management within the context of English as a Foreign Language (EFL) instruction at Quaid-e-Awam University of Engineering, Science, and Technology (QUEST) in Nawabshah, Pakistan. “Effective classroom management is universally considered as one of the indicators for measuring the teacher effectiveness too” [3].

Classroom management is defined as the comprehensive set of techniques and strategies educators employ to establish an environment conducive to effective teaching and learning. In the realm of EFL education, it takes on added complexity due to the unique challenges associated with language acquisition. Classroom management extends beyond discipline, encompassing the fostering of engagement, motivation, and language development.

Classroom management refers to the strategies and techniques employed by teachers to establish an organized and conducive learning environment, maintain student behavior and engagement, and optimize learning outcomes. Key elements and components of effective classroom management are outlined. These include setting clear expectations and rules to provide structure and predictability, building positive teacher-student relationships to cultivate trust and respect, establishing classroom routines for smoother transitions, incorporating engaging instructional strategies to keep students actively involved, and implementing behavior management and discipline techniques for promoting a positive classroom climate.

Brophy [1] highlights that clear expectations help students understand behavioral boundaries and academic standards. Well-defined rules provide a structured framework that promotes order, consistency, and a positive learning environment. A range of classroom management strategies is presented, such as creating clear expectations and rules, nurturing positive relationships, and defining classroom norms and procedures. In EFL contexts, the focus is on instructional techniques for engaging students, including cooperative learning, task-based learning, and the integration of technology to enhance language instruction. Effective behavior management encompasses proactive measures, conflict resolution, and restorative practices. Several factors influencing classroom management are explored, including cultural considerations, classroom size and composition, teacher characteristics and beliefs, and student motivation and individual characteristics. Specific challenges within EFL classroom management are identified, such as the language barrier, diverse language proficiency levels, cultural sensitivity, technology integration, and disciplinary strategies tailored to classroom norms.

In summary, this comprehensive literature review underscores the multifaceted nature of classroom management within EFL contexts and emphasizes the importance of tailored strategies. It identifies gaps in existing research, particularly regarding the nuances of classroom management at QUEST, Nawabshah, Pakistan. These gaps serve as the rationale for the study, which aims to contribute to the evolving field by shedding light on the unique dynamics and challenges of EFL classroom management at the specified institution.

3 Methodology

This study adopts a qualitative research approach, specifically case study research, to gain insights into the unique aspects of classroom management at QUEST. The selected case study research design allows for an intensive investigation of the experiences, perspectives, and interactions within the EFL classroom environment.

3.1 Data Collection

Data Methods Data is collected through qualitative methods, including in-depth observations and focus-group interviews, capturing both teacher-student interactions and student experiences.

The data collection methods employed in this research involve qualitative approaches, specifically in-depth observations and focus-group interviews. These methods are designed to provide a rich and detailed understanding of the subject matter, in this case, classroom management in the context of English as a Foreign Language (EFL) instruction at Quaid-e-Awam University of Engineering, Science, and Technology (QUEST) in Nawabshah, Pakistan.

3.1.1 In-Depth Observations

This method involves the systematic and thorough observation of classroom activities and interactions. Researchers closely observe and document various aspects of classroom management, including how teachers establish rules and expectations, how they engage with students, how students respond to instructions and the overall classroom atmosphere. In the context of this study, in-depth observations aim to capture the real-time dynamics of classroom management. Researchers might take notes, record observations, and possibly use video recording to ensure accuracy and comprehensiveness.

3.1.2 Focus-Group Interviews

Focus-group interviews involve gathering small groups of participants, in this case, both teachers and students, for structured discussions. These interviews are designed to elicit participants' perspectives, experiences, and insights related to classroom management. Teachers may discuss their strategies, challenges, and successes in managing their classrooms, while students can provide feedback on their learning experiences, classroom environment, and interactions with teachers. Focus-group interviews allow for a deeper exploration of attitudes, opinions, and shared experiences.

By combining these two qualitative methods, the researchers aim to triangulate their data, meaning they gather information from multiple sources and perspectives to develop a comprehensive understanding of classroom management at QUEST, Nawabshah. The in-depth observations provide a direct view of what happens in classrooms, while focus-group interviews add the valuable dimension of personal experiences and perceptions, both from teachers and students. This mixed-methods approach enhances the validity and reliability of the data collected for the research study.

3.1.3 Tools and Instruments

The tools and instruments used for data collection in this study were observation, focus group interviews, note-taking, video-recording and audio-recording

3.1.4 Participants

Participants in this study were 20 EFL undergraduate students of first year. Purposive sampling was used for data collection purpose.

3.2 Data Analysis

Data Analysis Techniques Thematic analysis is applied to the collected data, facilitating the identification of patterns and themes related to classroom management in EFL instruction. This research methodology provides a robust framework for investigating classroom management practices and their impact on EFL learners at QUEST, Nawabshah, Pakistan.

4 Findings

This study provided the key findings resulting from the research, with a specific focus on teaching flaws and learner issues. It shed light on areas in need of improvement within the context of English as a Foreign Language (EFL) instruction at Quaid-e-Awam University of Engineering, Science, and Technology (QUEST) in Nawabshah, Pakistan.

4.1 Teaching Flaws:

4.1.1 Unclear Teacher Instructions

Teachers often provided instructions that lacked clarity and conciseness, leading to student confusion and disengagement.

4.1.2 Limited Teacher-Student Interaction

The classroom had a teacher-centric approach with limited interaction, hindering active student participation and engagement.

4.1.3 Absence of Multimedia Resources

The lack of multimedia resources constrained teaching methods and the creation of an interactive learning environment.

4.1.4 Insufficient Motivation Strategies

Teachers did not consistently employ effective motivation strategies, resulting in a lack of enthusiasm and engagement among learners.

4.2 Learner Issues:

4.2.1 Passivity among Learners

Many students exhibited passivity, preferring passive listening over active participation, influenced by factors like fear of judgment and previous educational experiences.

4.2.2 Lack of Focus

Some students struggled to maintain focus during lessons, influenced by factors such as the fear of making mistakes, unclear instructions, and external distractions.

4.2.3 Fear of Making Mistakes

The fear of making mistakes hindered students' willingness to speak up and actively engage in language activities, driven by concerns regarding judgment and perfectionism.

4.2.4 Limited Exposure to Authentic English

Students had limited exposure to authentic English outside the classroom due to factors like geographical constraints and curriculum design, affecting their language proficiency and cultural understanding.

The findings of this study illuminated critical areas within the realm of English as a Foreign Language (EFL) instruction at QUEST Nawabshah, Pakistan. Through meticulous observation and insightful focus group interviews, we uncovered teaching flaws that include unclear teacher instructions, limited teacher-student interaction, the absence of multimedia resources, and insufficient motivation strategies. Simultaneously, we discerned significant learner issues such as passivity among students, a lack of focus during lessons, a pervasive fear of making mistakes, and limited exposure to authentic English. These findings collectively highlighted the challenges and shortcomings within the EFL classroom, encompassing both teaching flaws and learner issues. The findings collectively emphasized the need for improvements in classroom management and teaching practices to enhance the overall EFL learning experience at QUEST.

5 Discussion

The study embarked on an in-depth exploration of classroom management practices in English as Foreign Language (EFL) classrooms at QUEST, Nawabshah, Pakistan. The findings revealed a diverse array of classroom management strategies employed by educators, reflecting a combination of traditional and innovative approaches. Noteworthy strengths in these practices included the clear communication of learning objectives and the incorporation of multimedia resources, both of which contributed to heightened student engagement and motivation, aligning with established best practices in education. However, this comprehensive analysis also unveiled certain weaknesses in the current classroom management landscape. A particularly significant concern was the presence of unclear teacher instructions, which appeared to hinder student comprehension and engagement. Additionally, limited teacher-student interaction was observed, raising questions about the extent to which learners were actively participating in the learning process. These identified shortcomings underscore the imperative for targeted improvements in classroom management strategies. The implications of effective classroom management extend beyond the immediate realm of teaching practices. The study underscored a direct link between well-implemented management techniques and learners' motivation, engagement, and academic achievement. When teachers adeptly communicated learning objectives, employed interactive teaching methods, and fostered supportive classroom environments, students exhibited higher levels of motivation and engagement, subsequently leading to improved academic outcomes.

However, the study also illuminated the potential pitfalls of inconsistencies and deficiencies in certain management practices. Unclear instructions and limited use of interactive methods were found to hinder motivation, engagement, and academic achievement. Thus, the study strongly reinforces the notion that classroom management is a pivotal determinant of educational success, necessitating consistency and continuous refinement. The contributions of this study encompass a deeper understanding of classroom management practices, insights into their impact on learners, and recommendations for educational enhancement. These insights hold the potential to drive positive changes not only in classroom practices but also in institutional policies and future research endeavors. They offer a roadmap for improving learning outcomes, teaching practices, and resource utilization.

6 Conclusion

In culmination, this study delved deep into the intricacies of English as Foreign Language (EFL) classrooms at Quaid-e-Awam University of Engineering, Science, and Technology (QUEST), Nawabshah, Pakistan, with a keen focus on classroom management practices and their profound impact on learners. Through meticulous observations, data collection, and rigorous analysis, a multifaceted picture of the existing landscape of classroom management practices emerged. The study illuminated both the strengths and areas in need of improvement within the current educational framework. Effective classroom management practices, such as clear communication of learning objectives and the utilization of multimedia resources, were found to foster heightened student motivation and engagement, echoing established educational principles. However, it also revealed pressing issues, including unclear teacher instructions and limited teacher-student interaction, which had the potential to hinder the educational journey of EFL learners.

Crucially, this research emphasized that effective classroom management is a linchpin of educational success. It revealed a direct correlation between well-executed management techniques and learners' motivation, engagement, and academic achievement. When teachers skillfully employed these strategies, students exhibited greater enthusiasm for learning and showcased improved academic outcomes. Furthermore, this study's contributions extend beyond the confines of the classroom. They hold the potential to catalyze transformative changes within the university, impacting policies, professional development programs, and the overall educational experience for both teachers and learners. The recommendations derived from this research offer a strategic roadmap for enhancing teaching practices, motivating students, and optimizing resource utilization.

It is evident that this study serves as a beacon, illuminating the path toward excellence in EFL education. It underscores the immense value of effective classroom management, urging educational institutions to prioritize its development and implementation. In essence, this research is not just a culmination but a commencement—an invitation for educators and policymakers to embark on a quest for enriched teaching and learning experiences in the realm of EFL education. It reinforces the fundamental notion that education is a dynamic process, and through empirical study and diligent reflection, we can forge a brighter future for learners and educators alike.

6.1 Recommendations

Based on the findings of our research, several key recommendations have emerged to improve classroom management in English as a Foreign Language (EFL) classes at QUEST, Nawabshah, Pakistan. Firstly, it is essential to establish comprehensive teacher training and induction programs tailored to instructors in EFL classes. These programs should focus on equipping teachers with effective classroom management strategies that address the unique needs and challenges of EFL learners. Additionally, continuous professional development opportunities should be provided to ensure that teachers remain updated with the latest pedagogical techniques.

To further enhance the teaching staff's capabilities, fostering a culture of ongoing professional development is crucial. This entails encouraging teachers to participate in workshops, seminars, and conferences related to EFL teaching and classroom management. By providing resources and support for such activities, educators can stay informed about best practices and innovative approaches, ultimately benefiting their students. Identifying and addressing specific classroom management issues is paramount. For instance, if unclear teacher instructions were identified as a problem, it is advisable to develop guidelines for clear and effective communication between teachers and students. Implementing regular feedback mechanisms can also be instrumental in monitoring progress and making necessary adjustments.

Innovation should be embraced in teaching methods and technology integration within EFL classrooms. Encouraging the use of multimedia resources and interactive tools can significantly enhance student engagement and interaction. Teachers should be encouraged to experiment with new approaches that make learning more engaging and effective. To provide a structured framework for classroom management, clear and comprehensive policies related to EFL classes should be developed. These policies should outline expectations for both teachers and students, as well as procedures for addressing behavioral issues. Effective communication of these policies to all stakeholders is essential to ensure compliance.

Engaging students in the process of improving classroom management is highly beneficial. Seeking their feedback on teaching methods, classroom environment, and their overall learning experience can provide valuable insights into what motivates and engages them, thereby tailoring classroom management strategies more effectively. Creating a supportive leadership structure that values and recognizes effective classroom management is essential. Encouraging administrators to collaborate with teachers in addressing challenges and implementing improvements can foster a more positive and productive educational environment.

Continuous research and evaluation of classroom management practices in EFL classes are recommended. This involves regularly assessing the impact of implemented strategies on student motivation, engagement, and achievement. Using research findings to refine and adapt approaches over time ensures that classroom management remains effective and responsive to evolving needs. Lastly, fostering a sense of community and collaboration among EFL teachers is vital. Encouraging them to share best practices, insights, and challenges with their peers creates a supportive network for professional growth and shared learning experiences.

In conclusion, by implementing these recommendations, QUEST, Nawabshah, Pakistan can work towards creating a more conducive and effective learning environment in its EFL classes, ultimately benefiting both teachers and students.

6.2 Limitations

This Bachelor's level thesis has explored the dynamics of EFL classrooms at QUEST, Nawabshah Pakistan. While providing valuable insights, it's essential to acknowledge its limitations. Due to time constraints, the research was limited to a specific department, and a broader cross-departmental analysis could provide a more comprehensive view of classroom management practices and their impact. These limitations should be considered when interpreting the study's findings and can serve as avenues for future research at higher academic levels.