Teachers’ Wait-time Behaviour in English as Foreign Language Classes in Wolkite University


  • Esubalew Getenet Department of Foreign Languages and Literature, College of Social Sciences and Hunmanities, Wolkite University


Pause-time, Think time, Wait-time I, and Wait-time II


The major objective of this study was to investigate the nature of English language teachers’ wait-time behaviour at Wolkite University. Participants were 31 EFL teachers and 230 students. Data were collected using classroom observation, interview, and questionnaire. The data obtained from the participants were analysed both qualitatively and quantitatively. The qualitative data were analysed using ant-Conc and Open-code 4.02 software programs; whereas, the quantitative data were analysed using SPSS software program. The result showed that wait-time I that teachers were pausing after they asked questions and the wait-time II that EFL teachers took turns after students’ responses to questions were inadequate and often less than a second. Therefore, teachers should deliberately and constantly wait for 3-5 seconds or longer at times depending on the type and/or nature of the question. They should ensure that all students also preserve disturbance-free silence so that both the students and the teachers can consider and process relevant information and then act accordingly. Moreover, the wait-time strategy should be given due attention during question and answer sessions. Teachers have to ask proper questions and listen to their students carefully to get their meanings so as to help them in their learning difficulties. Thus, teacher training institutions or teacher educators should give training for EFL teacher trainees on the concept of how to provide their learners sufficient time to respond and/or to express their ideas, feelings and opinions depending upon the purpose of the question since wait-time provides students with adequate time to think and answer questions.