Promoting Quality Language Learning Through Efficient Classroom Management: The Case of English Language Teaching in Bukavu Secondary Schools

This study investigates the impact of effective classroom management on the quality of English as a Foreign Language (EFL) learning in secondary schools in Bukavu, Democratic Republic of Congo (DRC). The research addresses persistent challenges in EFL instruction in the DRC, such as outdated teaching approaches, poor learning environments, and a lack of teacher training in classroom control strategies. Using a qualitative approach, data were gathered through literature review and classroom observation, guided by structured indicators including the presence of clear rules and effective time management. Findings reveal that efficient classroom management especially through well-defined expectations, time control, and student engagement leads to better language acquisition outcomes. The study highlights a significant gap in pedagogical training and curriculum implementation in the DRC and recommends integrating classroom management principles into national education policy. The novelty of this study lies in its localized focus on Bukavu’s multilingual context, where language learning is shaped by the intersection of educational policy, teacher preparedness, and classroom realities.