The Impact of EFL Teacher’s Smart Classroom Management on Student’s Perceptions of Classroom Activities and Language Achievement

Smart Classroom Management (SCM) actively follows the classroom management plan and creates a classroom where individual differences and emotional stances of students are considered (Linsin, 2013). This includes four main elements: planning, organizing, leading, and controlling. This study examined the impact of teachers using SCM strategies on students' perceptions of classroom activities (including joy, interest, challenge, and choice) and their language achievement. The study utilized a translated version of the 'students' perceptions of classroom activities' scale developed initially by Gentry and Gable (2001) and validated by Ghanizadch and Jahedizadch (2015) in Persian. To assess the proficiency levels of participants, the Bable Test was utilized. This study was performed via a mixed methods design (Quantative→ qualitative). In the quantitative stage, two groups with the same level of proficiency were recruited. The experimental group received the treatment, which was designed based on SCM techniques. In the qualitative stage of this study, the teacher interviewed five students about the impact of utilizing SCM strategies in their classroom. The results of the study indicated that the implementation of smart classroom management was well-received by the students, with positive attitudes towards the new treatment. The quantitative analysis demonstrated the significant influence that SCM strategies exerted on language learners’ perceptions regarding classroom activities. The results have some implications for teacher educators, policymakers, and supervisors.