INTRODUCTION
Statement of problem and rationale for the thesis
It is beyond dispute that English has become the communication language with approximately 1.75 billion users as reported by Harvard Business Review
Since 2012, English has become an essential language in numerous institutions and multinational corporations worldwide Its prevalence in global business has made English a crucial requirement for job applications Additionally, English significantly influences the entertainment industry, as most popular songs, books, and films are produced in this language Consequently, English has become an integral part of our daily lives.
As Vietnam embraces the rapid development of English, the country has made significant efforts to integrate with the global community and promote its culture through English education English has become a mandatory subject in schools, with continuous improvements in syllabuses and teaching methods to meet the increasing demand for English proficiency The Vietnamese government and relevant institutions have launched numerous initiatives to enhance English teaching and learning According to Hoang (2018), to further promote English education and improve its quality in response to globalization, the Vietnamese Prime Minister issued Decision No 1400/QD-TTg on September 30, 2008, approving a 10-year National Plan for Teaching and Learning Foreign Languages, with an investment of 9.378 billion VND.
The significant investment of approximately 5 billion USD in education highlights the importance of teaching English in developing countries like Vietnam Allwright references Stevick's argument that deeper learner involvement leads to more effective learning, a concept further developed by Moskowitz through interactive activities that encourage personal value exploration in the classroom Additionally, the benefits of peer discussion in learning are emphasized, as Barnes and Todd suggest that learners gain better understanding by sharing and articulating their thoughts, thereby enhancing their educational experience through collaborative dialogue.
Aims and objectives
This thesis investigates the fundamental strategies employed by a secondary school English teacher to enhance communication within the classroom It aims to identify the predominant strategies among those observed and assess how effectively these dominant strategies facilitate teacher-student interaction.
In order to accomplish this goal, the research is expected to address the following questions:
1 What strategies are employed by the teacher to enhance classroom interaction in this case study?
2 Among the listed strategies, what are the dominant ones utilized by this teacher? To what extent does each of these strategies support her classroom interaction?
Significance of the thesis
Classroom interaction has been a contentious topic in English Language Teaching (ELT) for decades, as highlighted by Gardner (2019), who emphasized that effective learning involves not just linguistic skills but also the ability to engage in turn-taking, participate in activities, and perform various social actions This understanding aligns with Seedhouse's (2004) concept of the "architecture of the language classroom," underscoring the importance of interaction in language acquisition The research aims to enhance my teaching methods for secondary school students by examining how teachers facilitate classroom communication, while also contributing valuable insights to the field of ELT Additionally, the findings will provide guidance for novice teachers, helping them to expand their knowledge and improve their instructional practices.
Scope of the thesis
The research focuses on gathering detailed data from classroom recordings and observations, specifically during English lessons taught by a secondary school teacher This will provide precise insights into the teacher's strategies for enhancing classroom interaction Additionally, my observations will capture non-verbal cues, such as body language and visual aids utilized in the classroom By integrating these sources of information, the study aims to reveal the teacher's methods for fostering engagement Furthermore, previous studies on similar topics will be utilized to enrich the analysis and provide a comprehensive understanding of classroom interaction techniques.
Organization of the thesis
The content of the study includes the following chapters:
LITERATURE REVIEW
The concept of case study
On mention the definition of case study, Stake (1995) cited Louis Smith - one of the first educational ethnographers - that the case is explained ad a
A "bounded system" is viewed as a distinct entity rather than merely a process, particularly in social science and human services According to Smith, a case represents an integrated system with its own objectives, which may not always function effectively or rationally Despite potential dysfunction, it remains a system, highlighting that individuals and programs can be considered as prospective cases within this framework.
Smiths emphasizes that compelling cases in educational and social services revolve around individuals and programs, highlighting their similarities and unique characteristics Human nature often leads to skepticism about others' claims, prompting researchers to approach cases with genuine curiosity about how individuals operate in their everyday environments This willingness to set aside preconceived notions is crucial, making case studies essential for understanding the interplay between individuals or programs and their broader contexts.
After careful consideration, I have chosen to conduct a case study for several compelling reasons Firstly, in an educational context, case studies are valuable as they allow for the recognition of individual differences and similarities with previous classroom interaction studies It is essential to examine how the teacher implements specific strategies within her unique environment Secondly, given the significant changes in society over the past few decades, public perception often views certain interaction strategies, like teacher-fronted approaches, as outdated This case study aims to assess the validity of such viewpoints in this context Lastly, selecting a case study will emphasize the teacher's strategies and their relationship with her surroundings.
This study focuses on a specific case defined as a "bounded system," which encompasses a single class over seven random periods The research aims to explore the interaction strategies employed by the teacher during these periods, examining both the methods chosen for student engagement and the students' responses By analyzing these elements, the study seeks to understand the rationale behind the teacher's selection of interaction strategies.
The concept of interaction in ELT
Interaction in English Language Teaching (ELT) is defined by the focus on conveying and receiving authentic messages, as asserted by Rivers (1987) According to him, students develop language proficiency when they engage in meaningful communication that holds significance for both the speaker and listener This emphasizes the importance of classroom interaction, where participants actively concentrate on the messages being exchanged.
Linguistic interaction is a collaborative process that establishes a triangular relationship among the sender, receiver, and the situational context, whether in speech or writing (Wells, 1981) According to Rivers (1994), the content of the message is integral to this context Both Wells and Rivers emphasize that communicative activities are fundamental to interaction, highlighting that effective classroom interaction occurs when both teachers and students are engaged in a meaningful context relevant to them.
Rivers continued that whether the interaction is straightforward or implied, the involvement of the crowd is compulsory to create face-to-face communication.
In English Language Teaching (ELT), effective communication involves both learners and teachers, with the learning environment significantly influencing interaction Participants derive meaning through contextual interactions, where nonverbal cues enhance verbal communication To foster effective communication skills, students must engage in active listening, dialogue, and collaborative meaning-making within a shared context.
Effective learning in English Language Teaching (ELT) relies on structured activities that promote interaction among individuals Whether through inductive or deductive methods, communication is essential for knowledge sharing Interaction is a crucial element of the learning process, as it requires the involvement of multiple participants to facilitate meaningful engagement and enhance learning acquisition.
Classroom interaction in ELT
Robinson (1994) categorizes interaction into two types: verbal and nonverbal interaction These two forms are fundamentally interconnected, each influencing and reinforcing the other, thereby establishing an effective framework for classroom interaction.
Robinson (1994) emphasized that effective teaching relies heavily on speech, while Freire (1970) highlighted the significance of conversation's verbosity, style, and method in the teaching process Giroux (1998) further stressed that words play a crucial role in enhancing an individual's educational journey Freire posited that dialogue encompasses two key elements: reflection and action, asserting that if words fail to motivate students, the reflective aspect diminishes Consequently, the absence of verbal interaction in the classroom can hinder students' ability to progress rapidly in their learning.
Freire (1970) identifies two main functions of a teacher's speech in the classroom: it can either direct and persuade students or silence them, depriving them of their voice He emphasizes that while silence often dominates classroom dynamics, effective teaching is rooted in dialogue and active participation, as learners thrive through expression and reflection rather than in silence.
Research on cooperative and brain-compatible learning highlights the importance of students articulating their thoughts through dialogue (Hart, 1986; Johnson and Johnson, 1991) Beyond verbal communication, prosodic features like timing, pitch, and emphasis play a crucial role in how students interpret teachers' instructions Robinson noted that paralinguistic signals, which convey emotions such as excitement or hurt, are integral to interactions Nonverbal cues become essential when attitudes, experiences, and feelings cannot be effectively expressed through words (Argyle, 1988).
Robinson (1994) identified a significant form of classroom interaction known as nonverbal interaction Through her literature review on nonverbal communication, she discovered that existing studies offer limited support for her assertions regarding its impact in educational settings.
Research on nonverbal communication has largely failed to influence teaching practices, as many educators struggle to recognize and adapt their own nonverbal cues (Woolfolk and Galloway, 1985) Despite this challenge, nonverbal communication plays a crucial role in shaping the classroom atmosphere, which significantly impacts teacher-student interactions While teaching is often viewed as a primarily verbal endeavor, involving clear and articulate dialogue, it is essential to acknowledge the importance of nonverbal interactions in enhancing classroom dynamics (Ross, 1989).
Bennet (1990) emphasizes the significance of nonverbal communication in the classroom, illustrating how students express boredom to their teachers through behaviors such as fidgeting, leaving to use the bathroom or sharpen pencils, chatting with peers, and engaging in other disruptive actions.
In the traditional classroom setting, teachers often perceive student interruptions as "misbehavior," leading to strict discipline measures aimed at maintaining order and limiting communication This dynamic results in a one-sided flow of information, where students are expected to remain silent and passive listeners Robinson highlights that teachers typically do not engage in nonverbal communication, which prevents students from interpreting cues beyond verbal instructions Consequently, students are conditioned to wait for their turn to speak while maintaining stillness, reinforcing the notion that nonverbal interactions are insignificant As Woolfolk and Galloway (1985) suggest, emphasizing nonverbal communication could fundamentally reshape the teaching approach.
This research will focus solely on verbal interaction in the classroom, as non-verbal communication will not be analyzed due to limitations in space and time Consequently, any mention of classroom interaction in this study refers exclusively to verbal exchanges.
2.3.2 The concept of classroom interaction in ELT
Seedhouse (1996) defines classroom interaction in English Language Teaching (ELT) as a straightforward yet multifaceted phenomenon encompassing all verbal and non-verbal activities within the classroom It serves as a 'point of delivery' for language components like vocabulary and listening, as well as a space for teaching methods, materials, and assessments Additionally, it fosters cross-linguistic and cross-cultural communication while intertwining affect, identity, and motivation with group dynamics Seedhouse emphasizes that classroom interaction can be viewed as both preparation for real-world English application and a venue for obtaining English qualifications, highlighting the diverse perspectives on this essential aspect of ELT.
The classroom serves as a vital environment for analyzing interlanguage data and learning strategies, where teachers implement pedagogical choices and respond to student interactions, including error correction It is a space to explore bilingualism, multilingualism, and technology's role in education From a second language acquisition perspective, the classroom engages learners' cognitive processes, adapting to their diverse backgrounds such as proficiency, gender, and culture Moreover, classroom activities reflect real-world English usage, particularly in the context of technological advancements and international communication needs Ultimately, classroom interactions can reveal ideological contradictions and reflect broader social and political trends.
Seedhouse posits that language acquisition occurs in social, meaningful environments that mirror real-life experiences, emphasizing the importance of interaction among learners (Neve, 1985; Hart, 1986; 1990; Nummela & Rosengren, 1986; Nummela Caine and Caine, 1991) To foster 'mutual humanization,' teachers must engage as partners with students (Freire, 1970), as social relationships, including those between teachers and children, thrive on reciprocity (Buber, 1970) This reciprocal exchange is vital for enhancing English comprehension among learners Seedhouse asserts that classroom interaction is central to effective teaching and learning Buber supports this notion, highlighting that face-to-face interactions enable teachers to facilitate students' self-initiated growth Howe (1963) reinforces Buber's perspective, arguing that the absence of dialogue in traditional education can be detrimental and exploitative These views align closely with Freire's (1970) critique of the banking concept of education, which he argues stifles students' development into fully realized individuals.
2.4 Theories of Second Language Acquisition
Second language acquisition can be understood through three primary theories: Piaget's Cognitive Development, Krashen's Monitor Model, and Vygotsky's Sociocultural Approach Piaget identifies four stages of cognitive development, where children enhance their language abilities in various domains Krashen's theory encompasses five hypotheses, including the Monitor Hypothesis, which posits that language acquisition occurs automatically, allowing learners to unconsciously monitor and correct their language use He categorizes learners as Over-users, who struggle with fluency due to excessive monitoring, and Under-users, who may not utilize their language knowledge effectively The Input Hypothesis suggests that learners progress when exposed to 'Comprehensible Input' that is slightly beyond their current linguistic level Vygotsky's Sociocultural Theory emphasizes the importance of social interaction in language development, particularly through the concept of the Zone of Proximal Development (ZPD), which highlights the gap between a learner's independent capabilities and their potential growth through guidance and collaboration with more knowledgeable peers.
The researcher has chosen to adopt Krashen's Monitor Model for this study, as it provides valuable insights into grammatical learning and the correction of errors in second language acquisition.
METHODOLOGY
Study context
This case study focuses on a secondary school utilizing the textbook series from Vietnam Education Publishing House (VEPH) in partnership with MacMillan Education and Pearson Education Each English lesson is 45 minutes long, adhering to the guidelines set by the Ministry of Education and Training (MOET) An experienced teacher was randomly selected by the school management to conduct the lessons The grade 7 classes consist of approximately 25 students, all of whom have been studying English for six years English is the primary language of instruction, with Vietnamese used as a supplementary resource to enhance students' acquisition of the target language.
Sampling
During the entire study, all the observations will refer to neither the involved participants‘ real names nor their pseudonyms Their names will be concealed to protect their personal privacy.
A purposive sampling approach was used to select a veteran teacher, referred to as T, from a secondary school for this study With 18 years of experience in lower secondary education, T has developed a deep understanding of effective teaching strategies for diverse student needs The insights gained from T's first-hand experiences are invaluable for both my research and for novice teachers seeking guidance.
The English teaching periods conducted by T were essential as they provided the foundational data for classroom interaction strategies A total of seven periods were selected for analysis, primarily due to the use of a widely adopted textbook series published by Vietnam Education Publishing House in collaboration with MacMillan Education and Pearson Education The growing popularity of this textbook among secondary schools across Vietnam prompted this research on classroom interaction Additionally, this study aims to support other educators in Vietnam by enhancing the effectiveness of classroom communication within the official curriculum.
The selected class consists of 30 seventh-grade students who have developed a strong rapport with their teacher over more than a year, allowing them to effectively understand verbal instructions Unlike eighth and ninth graders, who have had more extensive exposure to English, these seventh graders benefit from a more natural classroom interaction In contrast, ninth-grade students often focus on preparing for high school entrance exams, which can hinder the authenticity of their classroom engagement.
Grade 7 learners have become well-acquainted with the grammatical structures and vocabulary presented in the VEPH textbook series According to Van (2015), this series includes three sets of specifications that cover levels from zero to Sơ cấp bậc 2, which corresponds to CEFR levels A1 and A2 Specifically, grade 7 students are positioned at the middle of A2, categorized as elementary level by the British Council At this stage, these learners possess a foundational understanding of English suitable for an ESL classroom, making their selection appropriate for this case study.
Data collection instruments
By utilizing a powerful blend of classroom observation and the IRF (Initiation-Response-Feedback) interaction pattern, I can effectively harness diverse sources to provide a thorough and precise analysis of the research problem, ensuring comprehensive answers to the research questions.
Observation, as defined by Mason (1996), involves immersing oneself in the research context to accurately perceive interactions, relationships, and events Utilizing observation as a research method enhances data validity and reliability In this study, transcripts of a teacher's verbal interactions with students during seven classroom periods will undergo thorough analysis, focusing on elements such as setting, interactions, and lesson plans This comprehensive analysis aims to significantly improve the reliability of the findings Given the advantages of the observation method, all analyzed periods will be documented to address the two research questions posed.
- Ask for permission from school staff and teacherRecording attaiment
- Transcribing the recorded periods into observation
- Counting the number of interaction units using IRF pattern
Comparing the number of interaction units belonging to each strategy
- Combining recording and observing documents
Data collection procedure
After receiving approval from the administration board, I invited a seasoned teacher responsible for teaching English to a grade-7 class to participate in my study This collaboration aims to enhance the educational experience by incorporating expert insights.
I made a clear commitment to T and the school staff that the recorded files would be used solely for research purposes The recordings were obtained during English classes taught by the specified teacher, and I was granted permission as a guest to place a recorder in the classroom to observe the entire recorded sessions without any external interference The transcribed recordings were included as an appendix to the study, alongside the lesson plan, to provide a comprehensive view of the teacher's classroom interaction strategies This observation method is designed to directly address two key research questions.
In short, the data collection procedure can be depicted in the illustration below with 4 main steps:
Data analysis methods
The data analysis will be implemented basing on observations The word documents transcribed from recorded files and saved as observations will be utilized for further analysis.
Following the observation, an analysis of the interaction units during each period will be conducted to identify the primary interaction strategies utilized in classroom discourse The identified predominant strategies will then be recognized as the individual teacher's specific tendencies in classroom interaction.
FINDINGS AND DISCUSSION
Findings
In Chapter 2, the literature review highlights the importance of interaction units in teacher-fronted strategies during lessons This study aims to explore the relationship between the teacher's individual interaction strategy and the lesson content Over the course of seven periods, a total of 431 interaction units were generated, with varying numbers of interaction units for each type, which will be detailed further.
In teacher-fronted strategies, classroom interactions predominantly follow the IRF (Initiation-Response-Feedback) pattern, as outlined by Lee and Ng (2009) in Chapter 2 This highlights the significant role of the teacher in facilitating and guiding classroom discourse, with most interaction units categorized under this approach.
Number of teacher-fronted interaction unit
45 minutes - Students can use the lexical items related to the topic
59 to know some health issues and give advice on healthy living
45 minutes - Students can use the lexical items related to the topic
- Student can get to know some general information about health facts and myths
- Students can talk about health facts and myths
45 minutes - Students can use the lexical items related to community service and volunteer work
- Students can talk about community service and volunteer work
4 Review 1 45 minutes - Students can use the lexical items 76 related to the topic
- Students can revise the language they‘ve studied from Unit
- Students can use the lexical items related to the topic
- Students can ask and answer questions about music
45 minutes - Students can use the lexical items related to the topic
(not) as … as …, the same as, different from
7 Unit 6: The 45 minutes - Students can use the lexical items related to arrangements for a trip
―will‖ to talk about planning first university in Vietnam - 63
Table 1: Number of teacher-fronted strategy units in classroom
In a study involving 431 interaction units across seven periods, only 22 were identified as facilitator-oriented strategies This limited number highlights the instructor's unique approach to fostering student interaction in the classroom Notably, facilitator-oriented interactions tend to occur predominantly during extended time frames, suggesting a correlation between longer periods and enhanced student engagement.
Number of facilitator- oriented interaction unit
- Students can use the lexical items related to the topic ―Music and Arts‖
- Students can ask and answer questions about music
Table 2: Number of facilitator-oriented strategy units in classroom
Apparently, none of the interaction units generated belongs to learner- oriented strategy.
Ultimately, the proportion of interaction units for each type of strategy is illustrated in the chart below.
Chart: Percentage of interaction units for each type of strategy in classroom
Discussion
4.2.1 Teacher-fronted strategy in classroom discourse
In ESL/EFL classrooms, three distinct interaction strategies are identified: teacher-fronted, facilitator-oriented, and learner-oriented strategies The teacher-fronted strategy involves a controlled approach where the teacher directs interactions, often utilizing the IRF pattern (Initiation-Response-Follow-up) to maintain a structured learning environment In contrast, the facilitator-oriented strategy encourages more authentic conversations through techniques such as personalizing topics, employing referential questions, and providing feedback, fostering a more interactive classroom dynamic Lastly, the learner-oriented strategy emphasizes student autonomy, allowing learners to engage in discussions and collaborate without teacher intervention, promoting a student-centered interaction model Overall, the analysis suggests that the teacher primarily adopts a teacher-fronted strategy to guide classroom interactions effectively.
4.2.1.1 IRF pattern in teacher-fronted strategy
The findings reveal significant variations in the number of interaction units across different periods, as outlined by the IRF pattern I strongly believe that the teacher-fronted strategy has effectively aided the teacher in delivering lessons, enabling students to fully comprehend the knowledge presented.
Excerpt 1: (Observation 1 – Unit 2: Health – Lesson 1: Getting Started)
T: Now listen again The words that have number before them are the words written on the board and the words without numbers will be the opposite words.
So for example, Tue, stand up please We have a word ―Dirty‖ So which is the opposite word with ―dirty‖? (Teacher initiation – use of a display question)
S: It‘s clean (Student response – a short reply)
T: It‘s clean So dirty and clean Come here, Hue So, please make a sentence with your words Be quick, please (Teacher follow-up – confirmation/Teacher initiation – requirement)
S1: My room is clean (Student response – Sentence making)
T: Yeah, my room is clean (Teacher follow-up – comment)
T looks at the other student (S2) (Teacher initiation – use of a non-verbal communication)
S2: Your class is very dirty (Student response – sentence making)
T: Your class is very dirty So is that clear to all of you? (Teacher follow-up – comment)
Conclusion: The emergence of IRF pattern with Teacher initiation – Student response – Teacher follow-up has proved that the interaction strategy used in excerpt 1 is teacher-fronted.
In the lesson, Teacher T effectively utilizes the IRF (Initiation-Response-Feedback) pattern to guide her students in understanding key concepts By posing a display question, "So which is the opposite word with 'dirty'?", she encourages immediate student responses This approach facilitates a quick exchange, as a student provides a concise answer, to which Teacher T promptly responds with feedback, "So dirty and clean." The teacher maintains a teacher-fronted dynamic, using her speech and actions to foster ongoing communication Throughout the lesson, she successfully implements 59 IRF patterns, demonstrating her commitment to providing substantial information and enhancing student engagement.
45 minutes and ensure that all her students memorize the data by the end of the class.
Excerpt 2: (Observation 2 – Unit 2: Health - Lesson 5: Skills 1)
T: What is the answer for number 4, Linh? (Teacher initiation – use of display question)
S: Stay in shape (Student response – short answer)
T: The answer is ―Stay in shape‖, very good (Teacher follow-up – comment)
Conclusion: Teacher first starts the conversation with a display question, subsequently receives a short answer, and wraps the conversation up with a feedback The interaction strategy appearing in excerpt 2 is teacher-fronted.
Teacher T effectively employs the IRF (Initiation-Response-Feedback) pattern in her classroom interactions, where she poses a question, prompts a student to respond, and provides brief feedback to conclude the exchange This structured approach not only encourages students to memorize vocabulary but also facilitates their application in answering questions Additionally, the direct communication between Teacher T and an individual student helps ensure that all students grasp the lesson content.
Excerpt 3: (Observation 3 – Unit 3: Community service – Lesson 4:
T: Okay, number 3? (Teacher initiation – display question)
T nods: E? (Teacher follow-up – agreement) Why E? (Teacher initiation – display question for further information)
S: Because … wear blue shirt (Student response – a short reply)
S: She said he wear blue shirt
T: Yes, but why? Why is he wearing blue shirt today?
T: Because he is helping the children to learn He is a …
T: A volunteer, right? (Teacher follow-up – comment) Okay And number 4?
Conclusion: The cycle of Teacher initiation – Student response – Teacher follow- up has been repeatedly formed, which means that the interaction strategy utilized in excerpt 3 is teacher-fronted.
The interaction begins with the teacher asking, "number 3?" to prompt class participation and check answers A student responds briefly, receiving a confirming nod from the teacher This is followed by the question, "Why E?" encouraging students to explain their reasoning Each interaction concludes with the teacher providing feedback, which helps students enhance their vocabulary related to the topic.
―Community Service‖ and to talk about volunteer work with short answers.
T: Okay So group 1 Who is the speaker of this group? Speaker? Who is the speaker? Minh, Minh is the speaker? The member will help you to answer the questions Okay, stand up First one, what is the hobby? We have the word
―melody, songs, singer‖ What is the hobby? (Teacher initiation – a display question)
S: Listen to music (Student response – a short answer)
T: Listen to music? Okay, correct answer (Teacher follow-up – a confirmation) Next one Number 2 You are getting fat What is the health problem? (Teacher initiation – a display question)
S: Put on weight (Student response – a short reply)
T: Put on weight Okay, next (Teacher follow-up – a confirmation) The answer is
―Put on weight‖, correct Number 3 (Teacher initiation – a display question) S: Homeless people (Student response – a short reply)
T: Homeless people Let‘s see the answer Okay, Homeless people (Teacher follow-up – a confirmation) Next Easy has the same meaning with …? (Teacher initiation – a display question)
S: A piece of cake (Student response – a short reply)
T: A piece of cake Let‘s see the answer A piece of cake (Teacher follow-up – a confirmation)
Conclusion: The consecutive appearance of IRF pattern including Teacher initiation – Student response – Teacher follow-up has shown that the dialogues created by teacher in excerpt 4 is teacher-fronted.
Excerpt number 4 serves as a review for units 1 to 3 in the textbook, showcasing the effective use of the IRF (Initiation-Response-Feedback) pattern This pattern is executed four times, featuring a display question, a brief student response, and teacher feedback, allowing for extensive knowledge revision Each response is provided by a single student while the entire class listens, fostering an engaging learning environment akin to a game This method ensures that all students have the opportunity to revisit previously learned vocabulary Additionally, comprehensive questions, such as “Name 3 activities you can do to help people in need,” are utilized to assess the language taught The teacher-fronted strategy effectively meets key educational objectives.
Excerpt 5 (Observation 5 – Unit 4: Music and Arts – Lesson 2: A Closer
T: No 2: You know how to play it, right? Bach, what is this? (Teacher initiation – a display question)
S: Maracas (Student response – a short reply)
T: Yes, now we will have this one (Teacher follow-up – a confirmation)
T: Who can go to the board and draw maracas? You, please
T: And how do you play this? You know the sound, right? And who are these usually for? For you? For old people? (Teacher initiation – a display question) S: Mexican? For old people? (Student response – a short reply)
T: For old people? (Teacher follow-up – repetition in the form of question)
S: For babies (Student response – a short reply)
T: Okay, that‘s good (Teacher follow-up – comment) For babies Now everybody, maracas.
Conclusion: The consistent pattern of IRF Teacher initiation – Student response –
Teacher follow-up has been produced, indicating that the interaction strategy in excerpt 5 is teacher-fronted.
The excerpt highlights a teacher-fronted interaction using the IRF (Initiation-Response-Feedback) pattern to enhance students' understanding of musical instruments The teacher engages the entire class, aiming to guide them toward the lesson's objectives while fostering a dynamic classroom environment Ultimately, the lesson successfully achieves its goal, as students not only memorize vocabulary related to "Music and Art" but also demonstrate their ability to respond constructively to questions about music.
Excerpt 6: (Observation 6 – Unit 4: Music and Arts – Lesson 3: A Closer Look 2)
T: 1 – G Okay Number 2 As silly … (Teacher initiation)
S: as a sheep (Student response – short reply)
T: As silly as a sheep 2 – I 2 – I (Teacher follow –up) Number… That means
―Ngốc nghếch như con cừu‖ Number 3? Okay, number 3 As cold as a… The whole class?
Conclusion: The repetition of IRF in the 6 th observation with Teacher initiation – Student response – Teacher follow-up has demonstrated the importance of teacher-fronted strategy in excerpt 6.
The sixth excerpt illustrates the emergence of the IRF (Initiation-Response-Follow-up) pattern in classroom interaction The teacher begins the conversation by reading the first phrase aloud to facilitate a matching exercise, prompting students to respond Following their answers, the teacher provides feedback, reinforcing the lesson's objective This instructional approach aims to enhance students' skills in making comparisons using structures such as "not as as," "the same as," and "different from." The effective use of the IRF pattern in this context supports the teacher in achieving the lesson's goals.
Excerpt 7: (Observation 7 – Unit 7: The first university in Vietnam – Lesson 1: Getting Started)
T: Now, number 2 Can anyone show the class your sentence for number 2? An and Hieu?
S1: I want to take a trip to Sa Pa
S2: It is a good idea to take blanket because it is snowy
Conclusion: The IRF pattern has been continually repeated, showing that the interaction strategy utilized in excerpt 7 is teacher-fronted.
The observation highlights the effective use of the IRF (Initiation-Response-Feedback) pattern in classroom discussions After working in pairs, students share their answers with the class, starting with the teacher prompting them to read aloud The assigned students then present their responses, followed by the teacher's feedback This strategy has significantly enhanced students' ability to solve exercises related to trip arrangements.
The findings from the seven recorded periods align closely with the results of Lee and Ng's 2009 study, highlighting a common trend where teachers frequently repeat the IRF (Initiation-Response-Feedback) cycle due to time constraints Additionally, the study reveals a significant connection between lesson goals and the types of tasks or activities, indicating that these elements influence teachers' choices regarding interaction strategies As noted by Lee and Ng, one teacher emphasized that her decisions were primarily driven by pedagogical considerations.
In 2009, it was highlighted that teachers primarily choose instructional methods to align with the curriculum set by their superiors, specifically the Ministry of Education and Training (MOET) By strictly adhering to a teacher-centered approach, educators can effectively meet lesson objectives, enabling students to acquire the correct grammar and language skills in the classroom.
The teacher-fronted strategy has been predominantly utilized in teacher T's classroom due to its effectiveness in achieving lesson objectives Over seven periods, this approach allows for efficient use of the 45-minute lesson time, incorporating 3-5 teaching activities that facilitate knowledge transfer By delivering standardized information, the strategy minimizes fundamental errors among students, particularly since their learning is evaluated through written tests Additionally, with a focus on language acquisition and vocabulary practice, the teacher's preference for this method is justified, especially in a classroom setting with approximately 30 students, where maximizing knowledge dissemination is essential.
4.2.1.2 Model for classroom interaction and teacher’s role
The effectiveness of teacher-fronted strategies in education is limited without examining the teacher's role in various activities According to Byrne's model for classroom interaction in English Language Teaching (1991), classroom activities align with different sections of the model, influenced by the teacher's objectives and lesson content The table below outlines the activities conducted during each 45-minute session, highlighting the teacher's role in each activity.
Recording no Activity The area of interaction in the model
1 Activity 1 C (Fluency work with the whole class)
StimulatorActivity 2 A (Accuracy work with the whole Conductor class)
Activity 3 A (Accuracy work with the whole class)
2 Activity 1 C (Fluency work with the whole class)
Activity 2 A (Accuracy work with the whole class)
Activity 3 A (Accuracy work with the whole class)
Activity 4 D (Fluency work in groups) Conductor &
A (Accuracy work with the whole class)
3 Activity 1 A (Accuracy work with the whole class)
B (Accuracy work in groups) Activity 2 A (Accuracy work with the whole class)
B (Accuracy work in groups) Activity 3 A (Accuracy work with the whole class)
B (Accuracy work in groups) Activity 4 D (Fluency work in groups) Manager
4 Activity 1 A (Accuracy work with the whole class)
Activity 2 A (Accuracy work with the whole class)
ConductorActivity 3 B (Accuracy work in groups) Conductor &
A (Accuracy work with the whole class)
Activity 4 B (Accuracy work in groups) Conductor &
A (Accuracy work with the whole class)
Activity 5 D (Fluency work in groups) Conductor &
A (Accuracy work with the whole class)
5 Activity 1 B (Accuracy work in groups) Conductor &
A (Accuracy work with the whole class)
Activity 2 A (Accuracy work with the whole class)
Activity 3 B (Accuracy work in groups) Conductor &
A (Accuracy work with the whole class)
6 Activity 1 A (Accuracy work with the whole class)
Activity 2 A (Accuracy work with the whole class)
7 Activity 1 B (Accuracy work in groups) Conductor &
A (Accuracy work with the whole class)
Activity 2 A (Accuracy work with the whole class)
Activity 3 A (Accuracy work with the whole class)
Table 3: Summary of interaction area teacher‘s role in each teaching activity
Combination of findings from all instruments
4.3.1 Research question 1: Strategies employed by teacher to enhance classroom interaction
In the classroom, Teacher T has prioritized a teacher-fronted strategy, evident through the predominance of the IRF (Initiation-Response-Feedback) interaction pattern This approach has created a stable learning environment where the teacher oversees nearly all activities, facilitating a smooth flow of interaction The classroom dynamics primarily focus on accuracy work with the entire class, positioning the teacher as a conductor This strategic role is essential for helping students acquire language knowledge effectively, while other roles are utilized minimally.
The facilitator-oriented strategy is utilized in only a limited number of activities, primarily in the final phase of the IRF cycle, which shifts focus from form to content As a result, only a small percentage of interaction units are associated with this approach When implementing this strategy, the teacher adopts a more relaxed and permissive stance.
―meaning- focused‖ approach that results in learners‘ more widespread participation Nevertheless, it can easily be seen that the wait time between each turn is longer.
In the context of a learner-oriented strategy, the teacher does not employ a hands-off approach to facilitate student interaction This limitation hinders the achievement of lesson objectives, preventing the establishment of a fully learner-directed classroom environment characterized by student-student interaction The time constraints further complicate the implementation of such strategies, making it challenging to foster effective collaboration among learners.
In a 45-minute class, the teacher struggles to implement a learner-directed strategy, which empowers students to initiate and explore topics independently Conversely, Teacher T's students are primarily focused on memorizing and applying specific vocabulary, leading to a disconnect between the learner-oriented approach and the intended lesson outcomes.
4.3.2 Research question 2: The dominant strategies and the contribution of each strategy to classroom interaction
The analysis reveals that the most effective interaction strategy in the classroom is the teacher-fronted approach, which ensures efficiency for the teacher During seven observed periods, a total of 409 interaction units were recorded for the teacher-fronted strategy, significantly outpacing the 22 units for facilitator-oriented interactions and none for learner-oriented interactions This data strongly indicates that the teacher-fronted strategy is the predominant method employed, a finding that aligns with the research conducted by Lee and others.
According to Ng (2009), classes focused on enhancing students' language acquisition often exhibit a strong preference for teacher-fronted interactions The analysis indicates that prioritizing knowledge accuracy leads to the frequent use of this teaching strategy The teacher's primary motivation for this approach is to effectively convey information to students.
In a teacher-fronted strategy, the teacher primarily acts as a conductor, ensuring accuracy and effective learning for the entire class This role necessitates continuous monitoring of student practice to confirm productive engagement with the lesson The teacher's approach is justified as students must review their knowledge for games and upcoming activities, aligning with the school's curriculum Therefore, the strategy employed by the teacher is both essential and practical for facilitating student learning.
4.3.2.2 The contribution of each strategy to classroom interaction
The teacher-fronted strategy has become increasingly prevalent in classrooms, accounting for 409 out of 431 interaction units, highlighting its significant role in achieving lesson objectives By employing the IRF pattern (Teacher initiation → Student response → Teacher follow-up), the teacher effectively maximizes interaction time, making it suitable for accuracy-focused learning environments This approach not only facilitates the memorization of lexical items but also enhances various skills among students As a conductor of knowledge, the teacher successfully intensifies student practice, aligning with findings from Lee and Ng (2009) that emphasize the time-saving benefits of this strategy In contrast, the facilitator-oriented strategy represents a minor portion of classroom interactions.
The facilitator-oriented strategy, which comprises 5% of classroom interactions, has significantly enhanced communication by focusing on meaning, allowing teachers to balance formal feedback with content-based discussions This approach has led to increased student motivation and participation However, time constraints limit the extent of facilitator-oriented interactions This finding aligns with Lee and Ng's (2009) research, which indicates that students prefer facilitator-oriented sessions, highlighting the need for teachers to allocate more time to foster student engagement in learning.
The learner-oriented strategy fails to benefit teacher T's classroom, as it provides ample speaking opportunities for students but does not assist the teacher in achieving lesson objectives within a limited timeframe Without adequate supervision from the teacher, there is a significant risk of error fossilization, indicating that this approach does not align with the teacher's needs.
The classroom interaction strategy has significantly influenced teacher T's teaching process by enhancing effective communication with learners This approach has promoted collaboration among the teacher's role, classroom activities, questioning techniques, and overall classroom strategy As a result, these predominant strategies have effectively conveyed English knowledge in the EFL classroom Furthermore, teacher T's interaction has improved students' comprehension and retention of knowledge, providing them with positive encouragement to communicate and learn English as a foreign language.