Exploring the Practice of Teacher-Student Classroom Interaction in EFL to Develop the Learners’ Speaking Skills in Tullu Sangota Primary School Grade Eight Students in Focus

Abstract

In the process of Second Language Acquisition (SLA), classroom interaction takes an important place. Teachers need to apply appropriate classroom interaction to facilitate language learning in reality since interaction is in the heart of communication in an era of communicative language teaching. Therefore, the purpose of this study was conducted to assess teachers' application of classroom interaction on developing the students speaking skills in Tullu Sangota Primary school grade 8. Specifically, the study was intended to assess whether the teacher uses a variety of classroom interactions. In order to achieve the objectives of the study, a descriptive survey method was used and the data were gathered through questionnaires, classroom observation, and interview. Both open-ended and close-ended questionnaires were distributed to the sample students and semi-structured interview questions were employed with sample English teachers. Observation was also held based on checklist and chosen criteria in accordance with the objective of the study. To assess teachers' application of classroom interaction on developing students speaking skills, 100 sample students from grade 8 and 4 English teachers were taken for the study from Tullu Sangota Primary Schools. The collected data was analyzed using percentage and frequency. Based on the information gathered through the above instruments and its results and discussion, the findings of the study revealed that teachers rarely played their role to develop the students speaking skills in the classroom due to lack of awareness, having negative attitude toward classroom interaction, lack of simple materials to practice classroom interaction, low participation of the students in the class, and lack of access of teaching aids inhibits the teachers to apply classroom interaction. Based on the implications of the findings, recommendation was made to language teachers, students, Tullu Sangota Primary, Ministry of Education and concerned bodies. Finally, on the bases of the findings, it was recommended that in order to improve the students speaking skill: The students have to practice in classroom interaction to develop their speaking skill in the target language by actively participating in the classroom speaking. In addition, teachers also ought to play a prominent role to improve the students speaking skill by using an appropriate classroom interaction which give equal chance for the students to participate actively in the classroom interaction.

Teacher's Perceptions and Practices Regarding Classroom Interaction in Improving Speaking Skills

“…However, the teacher's perspectives did not correspond with practices in doing group discussions, interviewing each other, providing different examples, and self-repairing. This corresponded with Farrell and Lim, 2005;Chowdhury and Rashid, 2014;Adaba, 2017;Rahman, Singh & Pandian, 2018 studies that revealed disagreement between participants' perspectives and classroom applications.…”

“…These previous studies (e.g., Adaba, 2017;Afrin, 2018, Sundari, 2017Raman, 2017;Rahman, Singh & Pandian,2018;Farrell and Limp, 2005) have evidenced that classroom context (e.g., classroom size and time), students' problems (e.g., shyness, lack of confidence and the low level of English), and teachers (such as, teaching through teacher-centred instruction) are very common factors that influence the teacher's beliefs and practices and should be solved.…”

¿Cuál es el input lingüístico al que se exponen los aprendices de inglés como lengua extranjera?

“…Reconocido como un aspecto importante para la adquisición de una lengua, el input lingüístico ha sido un tema recurrente en la investigación, desde hace ya varias décadas, en contextos tanto de segunda lengua como de lengua extranjera. Encontramos, por ejemplo, las investigaciones de Adaba (2017) en Etiopía, Barbee (2013) y Saito y Hanzawa (2016) en Japón, Sivertzen (2013) en Noruega, Utenga et al (2016) en Tanzania, Zainil (2013) en Indonesia, y Zhang (2009) y Wang (2010) en China, por mencionar algunos.…”

A Comparative Study of Successful and Unsuccessful EFL Teachers in Terms of Performance and Teacher Interaction

“…For learning a foreign language, it is necessary to build mental, emotional and social interactions between teachers and students (Faramarz Zadeh, 2016;Faravani, 2021). Adaba (2017) claimed classroom interaction plays an important role in the process of language teaching and learning by giving learners opportunities to receive the input that is provided by the teacher, learners or material which must be understood by the learners in order to make them involved in the classroom task by providing the output. Interaction in English classroom is in the core of communication in this era of communicative language teaching.…”