Abstract:

The purpose of this study is to identify the disruptive student behaviours observed by teachers of English in university preparatory classrooms. The teachers’ perceptions on students’ behaviours described as “disruptive” and common disruptive student behaviours in the classrooms were investigated. This study seeks answers for the following questions: How do teachers of English in university preparatory classrooms perceive disruptive student behaviours? What types of disruptive student behaviour do the teachers of English encounter in their classrooms? What are common disruptive behaviours observed by teachers of English in university preparatory classrooms? Is there any significant relationship between the teachers’ gender, age, experience, the department they graduated from, the number of classes they teach and the number of students they have in their classrooms and their perceptions to disruptive student behaviour? This research was a descriptive study. 40 teachers of English in

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