A study on the nature and frequency of the interaction and the factors affecting interaction in language classrooms

Zengin, Emine
The purpose of this study was to describe and explore the nature and frequency of the interaction and the factors affecting interaction in language classrooms. This qualitative study was conducted in a private language course in Ankara, Turkey. The sample consisted of 6 teachers. The data were collected through video-camera, semi-structred interview and demographic information log. To tackle the complexity of the raw data, data were first subjected to constant comparison analysis. Second, all results were tabulated and interpreted. The results indicated the amount of teacher talk outweighed student talk and teachers spent on average one third of the lesson on lecturing. Besides, it was observed teachers spent approximately 3 % of the lesson on questioning and teachers ask more low-level questions than high-level questions. In addition, the results revealed teacher-initiated interaction outweighed student-initiated interaction and both teacher-initiated and student-initiated interactions outweighed student-student interaction. It was also observed male students interact with teacher more than females. Lastly, the results indicated teachers criticized males more than females. In addition, the results about the nature of interaction indicated students used the method of “shouting the answer or idea directly” most as the way of initiating interaction with teacher. Furthermore, they had most interaction with teachers so as to ask questions related to the lesson. Also, the results showed the teachers used the method of “addressing the whole class” as the way of initiating interaction with students. Finally, the teachers used the questioning strategy most as a means of initiating interaction with students.


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Citation Formats
E. Zengin, “A study on the nature and frequency of the interaction and the factors affecting interaction in language classrooms,” M.S. - Master of Science, Middle East Technical University, 2008.