TI - Language Proficiency and Students Behavior in the Classroom: A Comparative Study PT - JOURNAL ARTICLE TA - mjltm JN - mjltm VO - 8 VI - 1 IP - 1 4099 - http://mjltm.org/article-1-208-en.html 4100 - http://mjltm.org/article-1-208-en.pdf SO - mjltm 1 ABĀ  - Introduction: The impact of teacher’s proficiency and the modes of second language instruction have long been a subject of debate among researchers. Effective English language instruction continues to be of paramount importance for educationists. Background: The impact of teacher competence and their level of proficiency on the language have long been debated among scholars. A number of researches advocate that teacher’s competence in ESL (English Second Language) instruction is directly proportional to the student’s acquisition of knowledge. The methods of instruction and activities have a direct influence on the classroom behavior of students in second language classes. Method: In an attempt to thoroughly understand the student’s perspective on the impact of language proficiency and student behavior in classrooms, a quantitative study was conducted to understand the student’s perception on the topic. A questionnaire was developed aimed at extracting the required information from the participants. Conclusion: The results clearly indicated that the teacher’s proficiency on the language and the mode of instruction has a direct influence on the progress of ESL students. The results highlighted the need for improvised and effective modes of second language instruction to ensure student learning. CP - IRAN IN - LG - eng PB - mjltm PG - 83 PT - Research YR - 2018