Classroom Interaction in Communicative Language Teaching of Public Secondary Schools in Nepal

Abstract

Recently there has been a growing number of interests in classroom research primarily focusing on interaction and language learning as these two issues are considered to be essential components in communicative language teaching which is widely practiced today. This current study was aimed to find out the classroom interaction situation and factors affecting it in public Secondary schools of Kanchanpur district, Nepal. The participants of this study were three English language teachers teaching in the secondary level. The researcher used semi-structured interview and observation of video recordings of classes for collecting the data. In analyzing this study, the researcher used types of interaction proposed by Kumaravadivelu (2006) that include: interaction as textual activity, interaction as an interpersonal activity, and interaction as an ideational activity. The findings showed that all types of interaction activities proposed by him were present in the class. The study also revealed that the teacher often dominated, controlled and initiated the interaction. It further showed that there were several affective factors that prevented the teachers from having classroom interaction. The implication of the study is that the teachers should include all three types of interaction activities in the class and maximize group/pair work for effective teaching and learning of language.

The impact of mathematics learning environment supported by error-analysis activities on classroom interaction

“…Far from the effect of mathematical learning environment supported by error-analysis activities, Kurthen (2014), Lorenz (1980), Susak (2016), and Tiwari (2021) claimed that there are many factors that might affect the quantity and quality of classroom interactions in general, either teacher-student interaction, studentstudent interaction or student-content interaction. These factors are represented by "students' characteristics and behaviors", such as previous performance, previous knowledge, interest in interaction, school level, willingness to solve problems, dependency, among others, "teachers' skills and behaviors', such as questioning, positive feedback, perceptions and introducing real-life tasks and "class topic" (Al-Barakat et al, 2022a;Kurthen, 2014;Lorenz, 1980;Susak, 2016;Tiwari, 2021). In the current study, these factors might play a role in shaping the different aspects of classroom interaction, beside the role of error-analysis activities related to ratio, proportion and proportional reasoning.…”

ESL Primary Teachers’ Perceptions on the Use of Communicative Language Teaching (CLT) Approach to Teach CEFR Speaking Skill

“…As claimed by Lafta (2021); Alghamdi (2021), ESL teachers started to retreat to traditional methods like drilling and memorisation due to their habitual teaching practice and pupils' preference to learn vocabulary than communication. The 'real' CLT was not adopted, resulting in a 'disguise' CLT version whereby drilled sentence patterns were emphasised instead (Tiwari, 2021).…”

“…Despite learning English from a very young age, many ESL pupils were found struggled to speak and convey their ideas well due to lack of vocabulary and unfamiliarity of the language (Al-Jarf & Mingazova, 2020). In a study carried out by Tiwari (2021), non-native teachers were found reluctant to change their teaching preferences in which they often dominated classroom interactions, displayed inauthentic teaching methods and stressed too much on speech accuracy; causing their pupils failed to speak English naturally and confidently. In Malaysia, poor speaking skill has always been the top reason, contributing to innumerable jobless undergraduates in the country throughout the years (Rusli et al, 2018).…”

International Students’ Vocabulary Mastery and Language Confidence in Foreign Language Learning through Student-Centered Method

“…To be a good student, these extrinsic and instructional elements need to be well integrated, and in this case, teachers should realize that the key elements in improving the quality of education are self-confidence, self-esteem and self-respect internally and externally. Tiwari (2021) sees the role of language teachers in reducing students' uncertainty in the classroom. Among the proposed measures to increase students' confidence in learning a foreign language are by providing experiences and encouragement for students to use the language in real situations, as well as reducing the fear experienced through positive attitudes and encouragement (Akkakoson, 2016).…”