MONOCHRONIC AND POLYCHRONIC TIME ORIENTATIONS IN ESL CLASSROOMS: EFFECTS ON STUDENT LEARNING BEHAVIOR

This study explores the influence of monochronic and polychronic time orientations on student behavior in English as a Second Language (ESL) classrooms. Drawing on cultural theory and classroom observations, the article examines how differing perceptions of time affect task management, participation, and interaction among learners. The findings suggest that monochronic students tend to prefer structured, deadline-driven environments, while polychronic students demonstrate greater flexibility and adaptability in collaborative settings. These differences can lead to both productive diversity and potential misunderstandings in classroom dynamics. The study highlights the importance of culturally responsive teaching strategies to accommodate varying temporal orientations and improve overall learning outcomes.本研究探讨了单时间导向（monochronic）与多时间导向（polychronic）对英语作为第二语言（ESL）课堂中学生行为的影响。本研究依托文化理论与课堂观察，分析了不同的时间认知如何影响学习者的任务管理、课堂参与及人际互动。研究结果显示，单时间导向学生更偏好结构化、以截止日期为驱动的学习环境，而多时间导向学生在协作场景中则展现出更强的灵活性与适应性。这类时间认知差异既可能催生富有成效的课堂多样性，也可能引发课堂动态中的潜在误解。本研究强调了文化响应式教学策略的重要性，该策略可兼顾不同的时间导向倾向，进而提升整体学习成效。