EFL Teachers’ Challenges in Maximizing Classroom Interaction

Lap, Trinh Quoc; Thy, Huynh Vuong Uyen

doi:10.22158/selt.v5n4p695

Cited by 5 publications

(4 citation statements)

References 15 publications

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“…In contrast, heterogeneous groupings are favored during task discussions to facilitate peer support and foster teacher-student relationships (Lai, 2011).…”

Section: Responses Towards Flexible Grouping Strategiesmentioning

confidence: 99%

Evaluating the Efficacy of Differentiated Instruction in EFL Speaking Classes: A Classroom Action Research Study

Purnamaningwulan

2024

VELES

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This study addresses the diverse learning challenges in EFL speaking classes by implementing Differentiated Instruction (DI). Conducted over seven weeks, this classroom action research involved nine learners in a non-leveled EFL speaking class, each with varying initial English proficiency levels. Employing a participatory action research model, three cycles were used to develop, implement, and refine DI-based teaching strategies. These strategies were designed to address differences in content, process, and learning outcomes, utilizing tiered tasks, flexible grouping, and customized learning materials to meet the varied needs of the students. Data collection included pre-tests, progress tests, and post-tests, alongside student reflection journals and semi-structured interviews, to assess the effects of DI on learning processes and outcomes. The results indicated a significant improvement in speaking skills, with the Friedman test showing a significant effect (Chi-square = 25.93, p < .05, df=3, n=9). Additional insights were gleaned from students' reflections and interviews, providing further evidence of the positive impact of DI on student learning. These findings and their implications are discussed in detail in this paper.

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“…In contrast, heterogeneous groupings are favored during task discussions to facilitate peer support and foster teacher-student relationships (Lai, 2011).…”

Section: Responses Towards Flexible Grouping Strategiesmentioning

confidence: 99%

Evaluating the Efficacy of Differentiated Instruction in EFL Speaking Classes: A Classroom Action Research Study

Purnamaningwulan

2024

VELES

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“…Their findings also indicated that most of the students never or rarely participated in EFL classroom oral interactions. Another study conducted by Lap and Thy (2017) entitled, "EFL instructors' challenges in maximizing classroom interaction" found out that Vietnamese EFL lecturers encountered challenges related to physical factors, learners' factors, and teachers' factors. As a result, learners were not able to communicate effectively in speaking in the target language after years of learning it.…”

Section: Statement Of the Problemmentioning

confidence: 99%

University Students’ Attitude towards Oral Interaction in English as a Foreign Language Classroom: Second Year Students in Focus

Nikussa,

Defa,

Abate

2023

IJMMU

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The purpose of the current study was to investigate students’ attitude towards oral interaction in EFL classroom. For the study, a post positivist paradigm was adopted because the post positivist assumptions have represented the traditional form of research, and these assumptions hold true more for quantitative research than qualitative research. Besides, a descriptive case study design and a quantitative research approach were employed to achieve the research objective. The participants of the study were 64 second year students in the Faculty of Social Sciences and Humanities (FSSH), Gambella University who were selected through simple random sampling technique in the year 2023. The data were collected through close ended questionnaire. A close ended questionnaire was used to collect the data about the students’ attitude towards oral interaction in EFL classroom. In this study, a quantitative method of data analysis was employed by using SPSS 24. The data were analyzed utilizing descriptive statistics like frequencies, percentages and mean scores. The data about the students’ attitude were analyzed in terms of the three basic components of attitude. They were the cognitive, affective and behavioral components. Regarding the cognitive component of their attitude about the benefits of oral interaction, the students had little understanding about the merit of oral interaction. Pertaining to the affective component of their attitude concerning their own preferences to employ oral interaction in a classroom, the students did not prefer using oral interaction in EFL classroom. With regard to the behavioral component of their attitude towards oral interaction, the students were not enthusiastic to use oral interaction in classrooms in enhancing their oral interaction skill. Therefore, the findings the study revealed that the students had negative attitude towards oral interaction in EFL classrooms.

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“…Because this instructional approach is very content-focused, teachers educate by simply transmitting and imparting knowledge to students who are expected to have passively absorbed the material. This then results to failure of developing communicative competence and mastery of the content due to minimal oral discourse engagement (Lap and Thy, 2017).…”

Section: Literature Reviewmentioning

confidence: 99%

Classroom Interaction in the Pandemic: An Analysis Using Flanders Interaction Analysis Categories System

MAEd

2023

Edu.Lrng.Dvp.Ntn

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Classroom interaction is a relevant means of course content exchange among classroom interlocutors. Unquestionably, interaction between the teacher and the students became a challenge during the pandemic, especially that classes transitioned to the virtual format. In order to help address the problem, this descriptive research was conducted to describe science classroom interaction in tertiary education in the virtual format in the time of COVID-19 pandemic among 22 participants using Flanders Interaction Analysis Categories System (FIACS). The thorough analysis using FIACS revealed that the virtual classroom interaction in the time of pandemic is highly teacher-centred. It was dominated by Teacher Talk, particularly Lecture/Lecturing, which indicates that teachers often act as sage on the stage who gives facts and explains ideas in the teaching and learning process. Also, the virtual classroom interaction was predominantly Content Cross and minorly student-focused which indicates teacher dependence on questions and lectures and least students’ involvement. In this setup, students become passive listeners of content for poor verbal involvement. This justifies the need to upskill teachers on online pedagogy and the use of virtual space, flexible learning interaction and the Art of Questioning to transform teacher-centred classroom interaction and instruction to a learner-focused classroom.

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EFL Teachers’ Challenges in Maximizing Classroom Interaction

Cited by 5 publications

References 15 publications

Evaluating the Efficacy of Differentiated Instruction in EFL Speaking Classes: A Classroom Action Research Study

Evaluating the Efficacy of Differentiated Instruction in EFL Speaking Classes: A Classroom Action Research Study

University Students’ Attitude towards Oral Interaction in English as a Foreign Language Classroom: Second Year Students in Focus

Classroom Interaction in the Pandemic: An Analysis Using Flanders Interaction Analysis Categories System

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