AN INVESTIGATION INTO CLASSROOM INTERACTION IN ENGLISH SPEAKING CLASSES AT A HIGH SCHOOL

Abstract

This study examines classroom interaction in English-speaking lessons at a high school, with primary objectives of (i) identifying the predominant interaction patterns and (ii) analyzing how these interactions occur in relation to teacher talk and student spoken output. The study involved four English teachers and 150 students across multiple classes. Observations and audio recordings were used to collect data for the present study. Data analysis, conducted using the Flanders’ interaction analysis categories system, identified five predominant types of classroom interaction: teacher-whole class, teacher-student, student-teacher, student-student, and student-group. The findings indicate that teacher talk dominated classroom discourse, with teachers primarily engaged in lecturing, questioning, providing directions, and offering criticisms or justifications of authority. The results suggest that to mitigate teacher-centered instruction, English teachers should increase the use of indirect teaching strategies to foster a more balanced interaction dynamic. Additionally, enhancing student autonomy and providing more frequent praise and encouragement can further facilitate learner participation and engagement. These insights underscore the need for pedagogical adjustments that prioritize communicative competence and active student involvement in English language learning.