Résumé:
Information-gap activities are crucial for improving students‟ participation, fostering effective
interaction and collaboration among students, and promoting meaningful and authentic language
use. Therefore, the purpose of the present study is to explore the relationship between information
gap activities and classroom participation: the case of second year EFL students at Jijel
University. Based on this, it was hypothesized that there is a positive relationship between
teacher‟s use of information gap activities and classroom participation. To review this topic, a
descriptive study is carried out to investigate the use of IGAs in oral classes. To do end, two main
tools were used. On the one hand, a questionnaire, as the main research tool, was given to ten
second-year OE teachers. On the other hand, a classroom observation, used as a second tool, was
also carried out with the students of the same grade (a total of six sessions). The obtained results
from both the questionnaire for teachers and the classroom observation reveal that information gap
activities play a vital role in improving students‟ participation by promoting valuable
opportunities for practice. Additionally, teachers‟ positive attitudes and use of diverse information
gap activities positively influence learners‟ active participation. Based on these results, the
hypothesis is confirmed. Ultimately, this study offers practical recommendations for designing
and implementing impactful IGAs to foster the students‟ participation improvement
