A Case Study of Chinese Students Learning Thai as a Foreign Language: Flanders Interaction Analysis Category System

Abstract

Interaction in foreign language classrooms has been regarded as a key factor in enhancing learning outcomes (Allwright, 1984; Ginting, 2017; Hanum, 2016). This study examined interactions in a specific university classroom context in Thailand where 28 Chinese students were learning Thai as a foreign language with a Thai teacher. It employed a mix-method design. Quantitative data were gathered based on a modified Flanders’ model (Flanders Interaction Analysis Category System or FIACS), and the qualitative data were gathered from classroom observations. The analysis of 90-minute video records and field notes from the observations of three classes reveal the domination of teacher’s talk (77.59%), and the minimal students’ talk (6.16%). Besides, silence time occupies 16.25%. Out of the total of 22 categories of interaction, no student talk can be categorized as an initiation of talk, and no teacher talk can be categorized as procedural lectures and assigning homework. Characteristics of the interaction varied according to the quantity and categories of talk. Transcription of verbatim from the videos reveals details of the interaction. Findings suggest that quantity, category, and characteristics of talk are interrelated and must all be improved together to increase the quality of interaction to affect student learning outcomes.

Classroom Interaction in the Teaching of English at a Private High School in Indonesia

“…It is presented in Table 2. The finding above was in line with the previous studies conducted by Nasir et al (2019) and Zhao and Boonyaprakob (2022) that stated that quantity, category, and characteristics of talk are interrelated and must all be improved together to increase the quality of interaction to affect student learning outcomes. In interpersonal exchanges, the English teachers performed their competence by performing a greeting, leavetaking, introducing someone, expressing gratitude, giving a compliment, and reacting to the interlocutor's speech (Asbah & Rajiman, 2015;Colle & Fitriati, 2019).…”

“…It means that they have to make learners talk more. The teachers should involve the students during lesson delivery (Rahayu & Syahrizal, 2020;Zhao & Boonyaprakob, 2022).…”

Analysis of Classroom Interaction Using Flander Interaction Analysis Categories System at Federal College of Education (Technical), Omoku, Rivers State

“…According to Zhao (2021) and silence, pause or confusion. Teacher talk is subdivided into two; Indirect (category 1-4) and direct teacher talk (category 5-7); student talk (category 8-9) while pause or confusion or silence (category 10).…”

What is effective classroom dialog? A comparative study of classroom dialog in Chinese expert and novice mathematics teachers’ classrooms

“…A quantitative method often uses a coding scheme to analyze classroom videotapes/transcripts and look for patterns or relationships. For instance, many existing studies have adopted the FIAS to code classroom activities every 3 s to determine the teaching style based on the frequency distribution and interaction of each code (Martina et al, 2021;Zhao and Boonyaprakob, 2022). Qualitative methods often focus on certain classroom moments and seek the deeper meaning behind the dialog.…”