Boussaha, FatimaChaira, Farid2018-06-262018-06-262016http://hdl.handle.net/123456789/3538This study is an attempt to examine EFL classroom dynamics in terms of the teacher's gender. It is motivated by three research questions. First, is there a relationship between the teacher's gender and classroom interaction? Second, do EFL students interact differently in the classroom in terms of the teachers' gender? And third, do EFL male and female teachers interact differently with their students? The study aims at answering the research questions and providing some insights into how EFL classroom interaction looks like taking into consideration the teacher's gender, with an explanation of how it manifests in both teachers' and students' interactional behaviors. The dissertation consists of two main chapters: the first represents the theoretical framework, which addresses the concepts of classroom interaction and gender in educational theory, while the second is devoted to the field work. Regarding the latter, we adopted a descriptive study. We observed six teachers (3 males and 3 females) and six groups of undergraduate students distributed across the three levels; first, second and third year (a couple of groups from each level) in Larbi Ben M'Hidi university for two months. Sixty students out of the study population (5 girls and 5 boys from each of the six groups) participated in filling the questionnaire after the observation had been carried out. The two instruments were meant to collect data of different natures. The classroom observation aims at investigating the process of classroom interaction in action, whereas the students' questionnaire was designed to gather information about students' attitudes, views and awareness of the differences in teachers' and students' interaction considering the teacher's gender. The results of our study showed that; the teacher's gender does contribute to EFL classroom interaction, and both teachers and students do interact differently as far as the teacher's gender is concerned. The study concludes with some pedagogical recommendations directed to teachers and classroom members for healthier and better learning conditions.enEnglish language : classroom interactionTeacher : genderOther