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 for numerous institutions and companies, particularly as globalization has expanded Multinational corporations and enterprises now operate worldwide, making English a crucial requirement for job applications Furthermore, English significantly influences the entertainment industry, with most popular songs, books, and films being produced in the language As a result, English has integrated into our daily lives, underscoring its importance in both economic and cultural contexts.
Vietnam is actively enhancing its English teaching and learning to align with global integration and promote its culture Recognizing the importance of English, the Vietnamese government has made it a mandatory subject in schools, continuously improving syllabuses and teaching methods to meet the rising demand Significant efforts have been made by relevant institutions to elevate the quality of English education According to Hoang (2018), to further advance English studies and adapt to globalization trends, the Vietnamese Prime Minister issued Decision No 1400/QD-TTg on September 30, 2008, approving a 10-year National Plan for Foreign Language Education in the formal educational system.
Between 2008 and 2020, Vietnam invested approximately 9.378 billion VND (around 5 billion USD) in English education, highlighting its importance for the country's development Allwright noted that Stevick (1976) argued that deeper learner involvement leads to more effective learning Building on this, Moskowitz (1978) introduced various interactive activities that encourage learners to engage with their peers and express their personal value systems in the classroom Additionally, research by Barnes and Todd (1977) supports the idea that peer discussions enhance learning, as students can gain better insights by sharing their perspectives and articulating their understanding.
Aims and objectives
This thesis investigates the fundamental strategies employed by a secondary school English teacher to enhance classroom communication It aims to identify the predominant strategies among those observed and assess the impact of these dominant strategies on the teacher's interaction within the classroom.
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 in English Language Teaching (ELT) has been a contentious topic over the decades According to Gardner (2019), effective learning involves not just linguistic competence but also skills in turn-taking, engaging in activities, and performing social actions like requesting or disagreeing This understanding aligns with Seedhouse's (2004) concept of "the architecture of the language classroom," highlighting the importance of interaction in language acquisition This research aims to enhance my classroom interaction methods for teaching secondary school students and contribute valuable insights to the field of ELT Ultimately, the findings will also support novice teachers in expanding their understanding of effective classroom communication strategies.
Scope of the thesis
This research focuses on collecting detailed data from classroom recordings and observations, specifically during English lessons taught by a secondary school teacher The recordings provide valuable insights into the teacher's strategies for enhancing classroom interaction, while my observations aim to capture non-verbal cues, such as body language and the use of visual aids By analyzing these sources, the study seeks to uncover the teacher's methods for fostering interaction Additionally, previous studies on similar topics will be utilized to enrich the analysis and provide a comprehensive understanding of effective classroom interaction techniques.
Organization of the thesis
The content of the study includes the following chapters:
LITERATURE REVIEW
The concept of case study
A case study is defined as a "bounded system," as noted by Stake (1995) and cited from Louis Smith, an early educational ethnographer This definition emphasizes the case as a distinct object rather than a mere process In the fields of social science and human services, a case represents a single entity with its own objectives Essentially, a case functions as an integrated system with defined boundaries and components, which may not always operate effectively or rationally Consequently, individuals and programs can be viewed as potential cases within this framework.
Smiths highlights that compelling cases in educational and social services revolve around individuals and programs, sharing both similarities and unique characteristics Human nature often leads to skepticism about others' statements, 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 a person or program and its context.
After careful consideration, I have chosen to conduct a case study for several compelling reasons Firstly, in an educational context, case studies are essential for recognizing both the unique aspects and similarities with previous studies on classroom interaction It is crucial to examine how the teacher implemented specific strategies within her own environment Secondly, given the significant changes in the world over the past few decades, public perception has often deemed certain interaction strategies, like teacher-fronted approaches, as outdated This case study aims to evaluate the validity of that perspective Lastly, selecting a case study format will emphasize the teacher's strategies and their relationship with her educational setting.
This study focuses on a specific case defined as a "bounded system," comprising a boundary and working parts The research investigates the interaction strategies employed by a teacher during a single class across seven random periods Key aspects include the strategies the teacher selects for student interaction, the responses from the students, and the rationale behind the teacher's strategic choices.
The concept of interaction in ELT
The definition of interaction in English Language Teaching (ELT) has been widely debated, with Rivers (1987) emphasizing that students develop language skills when focused on conveying and receiving authentic messages relevant to both speaker and listener This highlights that classroom interaction occurs when participants concentrate on the exchanged messages Wells (1981) further elaborates that linguistic interaction is a collaborative activity, establishing a triangular relationship between the sender, receiver, and context Both Rivers and Wells agree that meaningful classroom interaction thrives in contexts significant to both teachers and students, indicating that genuine interaction occurs only when both parties are actively engaged.
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 environment significantly influencing interaction Participants derive meaning through contextual interactions, where nonverbal cues enhance verbal communication To foster communication skills, it is essential for students to engage in active listening, dialogue, and meaning negotiation within a shared context.
Effective learning requires structured activities that promote both inductive and deductive learning, emphasizing the importance of communication and interaction among participants Interaction is essential for knowledge acquisition, as it occurs when multiple individuals engage collaboratively in the English Language Teaching (ELT) process.
Classroom interaction in ELT
Robinson (1994) identifies two primary types of interaction in the classroom: verbal interaction and nonverbal interaction These two forms are fundamentally interconnected, each influencing and enhancing the other, thereby establishing a robust framework for effective classroom interaction.
Effective teaching relies on verbal interaction, as highlighted by Robinson (1994), who emphasized the role of speech in enhancing educational outcomes Freire (1970) noted that teaching is intricately linked to conversation, which encompasses verbosity, style, and method Giroux (1998) further stressed the significance of words in fostering educational advancement Freire posited that dialogue embodies two critical elements: reflection and action, asserting that if words do not motivate students to act, their reflective capacity diminishes Consequently, the absence of verbal interaction in the classroom hinders students' ability to learn and progress swiftly.
Freire (1970) identifies two key roles of teacher speech in the classroom: it can either direct and engage students or silence them, limiting their expression He emphasizes that the primary role of speech is to guide and instruct, despite the common perception that silence fosters classroom activity Ultimately, Freire argues that true learning occurs through dialogue and action, as students thrive in environments rich with communication and reflection.
Research on cooperative and brain-compatible learning emphasizes the importance of students articulating their thoughts through dialogue with peers (Hart, 1986; Johnson and Johnson, 1991) Beyond verbal communication, prosodic elements like timing, pitch, and emphasis play a crucial role in how students respond to teachers' instructions Additionally, Robinson highlights that paralinguistic signals, which convey emotional tones such as hurt or excitement, are integral to interactions Nonverbal cues become essential when students find it challenging to express their attitudes, experiences, and emotions verbally (Argyle, 1988).
According to Robinson's 1994 study, nonverbal interaction is another significant type of interaction that occurs within the classroom This concept is rooted in the broader field of nonverbal communication, which Robinson extensively reviewed through existing literature However, her research revealed a notable lack of substantial evidence to support her claims regarding the impact of nonverbal interaction in educational settings.
Despite extensive research on nonverbal communication, its findings have had minimal influence on teaching practices, as teachers often struggle to recognize and adjust their nonverbal cues (Woolfolk and Galloway, 1985) Nonverbal communication plays a crucial role in shaping the classroom climate, which significantly affects teacher-student interactions While teaching is commonly perceived as a verbal process involving clear and articulate communication, it is essential to acknowledge the importance of nonverbal interactions in fostering effective classroom dynamics (Ross, 1989).
Bennet (1990) emphasizes the significance of nonverbal communication in the classroom, illustrating how students express boredom to their teachers through various behaviors These include fidgeting, leaving the room for trivial reasons, engaging in conversations with peers, and other disruptive actions that signal disengagement.
In traditional classrooms, teachers often perceive student actions that disrupt their lectures as "misbehavior," leading to strict discipline aimed at maintaining order and limiting communication This dynamic fosters a setting where students are expected to listen silently, disregarding nonverbal cues from the teacher According to Robinson, this approach minimizes the importance of nonverbal communication, compelling students to remain motionless and quiet until called upon Woolfolk and Galloway (1985) argue that a greater focus on nonverbal interactions could fundamentally change the teaching paradigm.
This research will focus solely on verbal interaction in the classroom, as non-verbal communication will not be examined due to limitations in space and time Consequently, any references to classroom interaction in the study will pertain exclusively to verbal exchanges.
2.3.2 The concept of classroom interaction in ELT
Classroom interaction in English Language Teaching (ELT), as defined by Seedhouse (1996), encompasses all verbal and non-verbal activities occurring within the classroom It serves multiple functions, acting as a venue for teaching various language aspects, facilitating cross-cultural communication, and fostering group dynamics, motivation, and identity Seedhouse emphasizes that the classroom is not only a preparation ground for real-world English application but also a space for learners to produce analyzable interlanguage data and for teachers to implement pedagogical strategies and assess student progress Furthermore, classroom interaction is influenced by institutional policies and available technology, making it a critical component of the teaching and learning process It also accommodates learners' diverse backgrounds, including proficiency levels, gender, and cultural contexts Ultimately, classroom interaction reflects real-life English usage and responds to broader social and political trends, highlighting its role as a site of ideological complexity (Canagarajah, 1999).
Seedhouse asserts that language acquisition occurs within a social and meaningful context, emphasizing the importance of interaction in authentic experiences (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 teacher-child dynamics, necessitate reciprocity (Buber, 1970) This reciprocal exchange enriches conversations that enhance comprehensive English knowledge Seedhouse concludes that classroom interaction is fundamental to teaching and learning, a perspective echoed by Buber, who highlights the teacher's role in facilitating learners' self-actualization Howe (1963) supports this view, arguing that without dialogue, traditional education can be damaging and exploitative These insights align closely with Freire's (1970) critique of the banking concept of education, which he argues stifles students' development into fully human beings.
2.4 Theories of Second Language Acquisition
Second language acquisition (SLA) 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 that illustrate how children acquire a second language across various domains Krashen's Monitor Model consists of five hypotheses, including the Monitor Hypothesis, which suggests that learners automatically acquire a second language while also monitoring their grammatical accuracy, leading to variations in language fluency among individuals He categorizes monitors into Over-users, who struggle with natural fluency, and Under-users, who may not apply their knowledge effectively The Input Hypothesis posits that learners progress when exposed to 'Comprehensible Input' that is slightly above their current linguistic level Vygotsky's Sociocultural Theory emphasizes the importance of social interaction in language development, with key concepts like the Zone of Proximal Development (ZPD), which highlights the gap between independent problem-solving and potential development with guidance from more knowledgeable peers.
The researcher has chosen to adopt Krashen's Monitor Model for this study, as it effectively illuminates the processes of grammatical learning and the identification of editing mistakes in second language acquisition.
METHODOLOGY
Study context
A case study was conducted in a secondary school utilizing the textbook series from Vietnam Education Publishing House (VEPH) in partnership with MacMillan Education and Pearson Education Each English class lasts 45 minutes, adhering to the Ministry of Education and Training (MOET) guidelines An experienced teacher was randomly selected by the school management to conduct the lessons, with each grade 7 class comprising approximately 25 students who have been learning English for six years English is the primary language of instruction in the classroom, while Vietnamese is used as a supplementary aid 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 veteran secondary school teacher, referred to as T, was selected for this study through purposive sampling With 18 years of experience in lower secondary education, T has developed a deep understanding of effective teaching strategies for diverse student populations The insights gained from T's first-hand experiences are invaluable for both my research and for novice teachers seeking to enhance their instructional practices.
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 due to the significance of the textbook used, which is part of a series published by Vietnam Education Publishing House in collaboration with MacMillan Education and Pearson Education This textbook series has gained widespread popularity among secondary schools across Vietnam, prompting research into classroom interaction based on its content Additionally, this study aims to support other teachers in Vietnam by enhancing the effectiveness of classroom communication within the official curriculum.
The selected class consists of 30 seventh-grade students at a junior high school, who have developed a strong rapport with their teacher over more than a year Unlike sixth-grade students, these learners are adept at understanding verbal instructions due to their close relationship with the teacher Additionally, seventh graders have had less exposure to English compared to their eighth and ninth-grade counterparts I believe that classroom interactions in ninth grade are less effective, as students are focused on preparing for high school entrance exams, which detracts from the natural flow of communication.
Grade 7 students have become well-acquainted with the grammatical structures and vocabulary from the VEPH textbook series According to Van (2015), this series includes three sets of specifications that cover various proficiency levels, ranging from level zero to Sơ cấp bậc 1 (CEFR level A1) for grades 3 to 5, and extending to Sơ cấp bậc 2 (CEFR level A2) for grades 6 to 9 Specifically, grade 7 learners are classified at the middle of A2 on the CEFR scale, which the British Council considers an elementary level At this stage, these students possess a foundational understanding of English suitable for an ESL classroom, making them ideal participants for this case study.
By utilizing a powerful blend of classroom observation and the IRF (Initiation-Response-Feedback) interaction pattern, I can effectively tap into diverse sources to provide a comprehensive and precise analysis of the research problem, ultimately yielding satisfactory answers to the research questions.
Observation, as defined by Mason (1996), involves immersing oneself in the research environment to accurately perceive its various elements, such as interactions and events When employed as a research method, observation yields data that is both valid and reliable In this study, the teacher's verbal interactions with students during seven classroom periods have been transcribed for analysis This transcript will undergo a thorough examination concerning the setting, interactions, and lesson plans, significantly enhancing the reliability of the findings Given the substantial advantages of the observation method, all analyzed periods will be transcribed accordingly.
INTERACTION UNIT (IRF PATTERN) CLASSROOM
After collaborating with the administration board and securing their approval, I invited a seasoned teacher responsible for instructing seventh-grade English to participate in my study In my pursuit of support from educators, I aimed to enhance the research's effectiveness and relevance.
I committed to using recorded files solely for research purposes, obtained during English classes taught by the specified teacher As a guest, I was permitted to place a recorder in the classroom to observe the entire recorded sessions without any external interference The recordings were then transcribed and included in the study's appendix Incorporating the lesson plan alongside the observations is crucial, as it provides a comprehensive view of the teacher's classroom interaction strategies This observational approach aims to directly address two specific research questions.
In short, the data collection procedure can be depicted in the illustration below with 4 main steps:
- Ask for permission from school staff and teacher
- 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
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 within each period will be conducted to identify the primary interaction strategies in classroom discourse The identified predominant strategies will then be recognized as the individual teacher's classroom interaction tendencies.
FINDINGS AND DISCUSSION
Findings
In Chapter 2, the literature review highlights the significance of analyzing the number of interaction units in teacher-fronted strategies across lessons To explore the teacher's unique interaction strategies within classroom discourse, I examined the correlation between these strategies and lesson content Over seven periods, a total of 431 interaction units were recorded, with variations in the number of interaction units for each interaction type, which will be detailed further.
The research on teacher-fronted strategies highlights the significance of the IRF (Initiation-Response-Feedback) interaction pattern in classroom discourse, as outlined by Lee and Ng (2009) in Chapter 2 Notably, the majority of interaction units within the classroom are categorized under this teacher-fronted 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
5 Unit 4: Music and Arts – Lesson 2: A Closer Look 1
- Students can use the lexical items related to the topic
- Students can ask and answer questions about music
6 Unit 4: Music and Arts – Lesson 3: A Closer Look 2
45 minutes - Students can use the lexical items related to the topic
(not) as … as …, the same as, different from
7 Unit 6: The first university in Vietnam - Lesson 1:
45 minutes - Students can use the lexical items related to arrangements for a trip
―will‖ to talk about planning
Table 1: Number of teacher-fronted strategy units in classroom
In a study of 431 interaction units across seven periods, only 22 were identified as facilitator-oriented strategies This limited number reflects the instructor's unique approach to fostering student interaction in the classroom Notably, facilitator-oriented interactions tend to occur primarily during extended periods, highlighting the importance of time in enhancing student engagement.
Number of facilitator- oriented interaction unit
Music and Arts – Lesson 2: A Closer Look 1
- 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
In ESL/EFL classrooms, three interaction strategies are identified: teacher-fronted, facilitator-oriented, and learner-oriented strategies The teacher-fronted strategy involves a controlled approach where teachers guide classroom interactions using the IRF pattern (Initiation-Response-Follow-up), ensuring structured lessons and activities The facilitator-oriented strategy encourages authentic conversations by employing techniques such as personalizing topics, asking referential questions, and allowing longer wait times for student responses Lastly, the learner-oriented strategy promotes student-led interactions, where teachers adopt a hands-off approach, enabling learners to engage with each other while the teacher intervenes only when necessary Overall, the analysis suggests a preference for the teacher-fronted strategy in classroom interactions.
4.2.1.1 IRF pattern in teacher-fronted strategy
The findings reveal a significant variation 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 instructor in delivering lessons that enable students to thoroughly understand the material 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 observed lesson, Teacher T effectively employed 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 of 'dirty'?", she encouraged immediate student engagement and response The student promptly answered, to which Teacher T provided constructive feedback, affirming the response with "So dirty and clean." This interaction exemplified the teacher's proactive approach, as she initiated further discussion and maintained a teacher-fronted dynamic throughout the lesson With a total of 59 IRF patterns utilized, Teacher T successfully facilitated rich communication and learning among her students.
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 utilizes the IRF (Initiation-Response-Feedback) pattern in her classroom interactions She poses a question, prompts a student to respond, and provides brief feedback, completing each interaction unit This approach not only encourages students to memorize vocabulary but also empowers them to apply it in their answers Additionally, the dialogue between Teacher T and the student ensures that all classmates grasp the lesson's content.
Excerpt 3: (Observation 3 – Unit 3: Community service – Lesson 4: Communication)
T: Okay, number 3? (Teacher initiation – display question) S: E (Student response – a short reply)
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) T: Why E? Number 3, why E?
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 … S: Volunteer
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's question, "number 3?" prompting students to respond and allowing the teacher to assess the class's understanding A student briefly answers, receiving a confirming nod from the teacher This is followed by the teacher asking, "Why E?" encouraging students to articulate their reasoning Both interaction units conclude with the teacher providing feedback Through this process, students enhance their vocabulary related to "Community Service" and improve their ability to discuss volunteer work succinctly.
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 of 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 reply, and teacher feedback, which enables the teacher to efficiently reinforce key knowledge Each response comes from a single student while the entire class engages in active listening The IRF approach is gamified, allowing all students to revisit previously learned vocabulary Comprehensive questions, such as "Name 3 activities you can do to help people in need," further assess the language taught Overall, the teacher-fronted strategy effectively meets the learning objectives.
Excerpt 5 (Observation 5 – Unit 4: Music and Arts – Lesson 2: A Closer Look 1)
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: Everybody, maracas
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, which effectively enhances students' understanding of musical instruments The teacher engages the entire class with the dual objectives of guiding them towards the lesson's goals and fostering a lively classroom atmosphere Ultimately, this approach successfully leads to students memorizing key vocabulary related to "Music and Art" and enables them 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: Okay, now Let‘s check 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 highlights the emergence of the IRF (Initiation-Response-Follow-up) pattern in classroom interaction The teacher begins by reading a phrase aloud to guide students in a matching exercise, followed by responses from the students This method aims to enhance students' skills in making comparisons using structures like "not as as," "the same as," and "different from." By employing the IRF pattern, the teacher effectively supports the lesson's objective of improving students' comparative language abilities.
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 number 7 highlights the effective use of the IRF (Initiation-Response-Feedback) pattern during classroom discussions After working in pairs, students present their answers to the class, starting with the teacher prompting them to read their responses This interactive approach not only encourages student participation but also allows the teacher to provide valuable feedback The implementation of the IRF pattern has significantly enhanced students' ability to tackle exercises related to trip arrangements.
The findings from the seven recorded periods align closely with Lee and Ng's (2009) study, highlighting a common trend where time constraints lead teachers to frequently repeat the IRF cycle Additionally, there is a significant correlation between lesson goals and the types of tasks or activities and the interaction strategies employed by teachers, indicating that these elements influence teachers' decision-making regarding interaction strategies, with a strong emphasis on pedagogical considerations.
Combination of findings from all instruments
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 environment where the teacher effectively manages classroom activities, leading to a smooth flow of interactions The majority of in-class interactions focus on accuracy work with the entire class, positioning the teacher primarily as a conductor This role aligns with the teacher's objective of facilitating language acquisition among students, while other strategic roles are minimally employed.
The facilitator-oriented strategy is infrequently employed in activities, with only a small fraction of interaction units reflecting this approach In this strategy, the final stage of the IRF cycle shifts from a focus on form to a focus on content, promoting a more relaxed and meaning-centered teaching style This results in increased participation from learners; however, it is evident that the wait time between each turn tends to be longer.
In the context of learner-oriented strategies, the teacher does not employ a hands-off approach, which limits opportunities for student-student interaction This lack of engagement hinders the ability to achieve lesson objectives effectively, as learners are not given the chance to collaborate independently on tasks Consequently, the classroom interaction remains teacher-directed rather than fostering a truly learner-centered environment.
In a 45-minute class, the teacher struggles to implement a learner-directed strategy effectively In a learner-oriented classroom, students are empowered to initiate and explore topics independently Conversely, Teacher T's students are required to focus on memorizing and applying specific lexical items As a result, the learner-oriented approach does not meet the expected learning outcomes of the lessons.
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 educators During seven observed periods, a total of 409 interaction units were recorded, predominantly through the teacher-fronted strategy, in stark contrast to only 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 in this context, a finding that aligns with the research conducted by Lee and others.
According to Ng (2009), classes focused on language acquisition often see teachers adopting a teacher-fronted approach, prioritizing accurate knowledge delivery This strategy is primarily motivated by the teacher's goal of effectively conveying information to students.
In a teacher-fronted classroom model, the teacher primarily acts as a conductor, ensuring accuracy and effective learning for the entire class This role necessitates constant monitoring of student practice to confirm that lessons are being understood and applied productively The teacher's approach is justified as students must regularly review their knowledge in preparation for games and future activities, aligning with the school's curriculum Consequently, the teacher's strategic role is essential for facilitating meaningful learning experiences.
4.3.2.2 The contribution of each strategy to classroom interaction
The teacher-fronted strategy has emerged as a significant trend in classroom interactions, contributing 409 out of 431 interaction units This approach allows teachers to achieve specific lesson objectives efficiently By employing the IRF pattern (Initiation-Response-Follow-up), teachers facilitate time-saving interactions that are particularly effective in accuracy-oriented classes This method maximizes student opportunities to memorize vocabulary and practice various skills, positioning the teacher as a conductor who enhances student engagement with the material Research by Lee and Ng (2009) supports these findings, highlighting that teachers can effectively deliver comprehensive knowledge within a limited timeframe.
The facilitator-oriented strategy accounts for only 5% of the 431 units of interaction, highlighting its limited presence in the classroom However, this approach has significantly enhanced communication by fostering a balance between formal feedback and meaning-focused discussions, which in turn boosts student motivation and participation Time constraints, however, restrict the implementation of this strategy This finding aligns with Lee and Ng's (2009) research, which indicates that students find facilitator-oriented interactions more engaging, yet it emphasizes the need for teachers to allocate more time to facilitate student involvement in learning.
The learner-oriented strategy fails to benefit teacher T’s classroom, as it allows students ample speaking opportunities 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 Therefore, this approach does not align with the teacher's needs.
The classroom interaction strategy has significantly influenced teacher T's teaching process by enhancing communication with learners and fostering collaboration through various roles, activities, and questioning techniques These predominant strategies effectively convey English knowledge in the EFL classroom, leading to improved comprehension and retention among students As a result, students receive positive encouragement to engage and learn English as a foreign language actively.
CONCLUSION
Major findings of the study
This research employs a case study approach, utilizing a mixed-methods design that combines qualitative and quantitative analysis This methodology allows for an in-depth examination of recorded English as a Foreign Language (EFL) sessions, aiming to uncover the relationship between classroom interaction strategies and the instructor's choices regarding classroom activities.
The teacher predominantly employs a teacher-fronted strategy to enhance classroom interaction, effectively communicating with students despite time constraints The IRF (Initiation-Response-Feedback) pattern has been instrumental in achieving lesson objectives, as students actively acquire and practice knowledge The teacher emphasizes accuracy in feedback, ensuring smooth classroom discourse that facilitates knowledge transmission and construction By assuming the key roles of "conductor" and "organizer," the teacher supervises student learning while maintaining a focus on accuracy, which aligns with the school curriculum and caters to students' needs.
The facilitator-oriented strategy significantly enhances communication between teachers and students, fostering authentic dialogues and encouraging classroom participation despite its limited occurrence This approach necessitates extended wait times, allowing students to effectively utilize their language skills in conversation Notably, there is a productive collaboration between teacher-led and facilitator-oriented interactions, with a shift from form-focused to content-focused activities promoting deeper student engagement in learning.
The teacher's complete exclusion of learner-oriented strategies in her lessons can lead to a lack of classroom control, as these methods often overlook the teacher's role Adhering to lesson objectives and curriculum requirements makes it challenging for her to implement such strategies effectively Additionally, without timely intervention from the teacher, significant errors may occur and become ingrained in students' learning.
The teacher plays a crucial role in initiating and maintaining classroom interaction, utilizing two effective strategies: teacher-fronted and facilitator-oriented approaches These methods promote a seamless flow of class activities, enabling students to grasp essential sentences and commonly used expressions relevant to their immediate needs Additionally, they facilitate communication through simple, routine tasks that require straightforward exchanges of information.
In short, the aforementioned classroom strategies are suitable for grade 7 students
The thesis suggests that teacher-fronted strategies are the most commonly used in classrooms, allowing teachers to efficiently meet lesson objectives However, this approach does not promote effective communication among students or between teachers and students In contrast, facilitator-oriented strategies enhance students' English communication skills but require more time for interaction To address this, it is recommended that school management create timetables that allocate additional time for teachers to foster students' communicative abilities Furthermore, even in teacher-centered environments, educators should incorporate facilitator-oriented elements to encourage greater student participation in class discussions.
The teacher effectively integrates various strategies into her classroom, enhancing student confidence and interest in learning English This approach not only promotes accuracy but also fosters fluency among students during interactions.
Limitations of the study and suggestions for further studies
The study faces certain limitations due to time and capacity constraints, particularly in its reliance on a single instrument, which restricts the case researcher’s ability to fully interpret the teacher's subjective opinions on strategy implementation This limitation means that the case is not comprehensively examined Additionally, non-verbal interactions are influenced by various factors, including culture and discourse, suggesting that a broader analysis incorporating both verbal and non-verbal data could yield valuable insights Therefore, it is recommended that future research expand the exploration of teachers' non-verbal interaction strategies in EFL teaching, with an emphasis on narrative studies that examine the practical application of these strategies in real classroom environments.
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APPENDICES APPENDIX A CONSENT FORM Vietnam National University, Hanoi University of Language and International Studies
Consent form to participate in the project “Teacher’s classroom interaction strategies in a class in a secondary school in Hanoi: A case study”
I, the participant, agree to take part in the project stated above, conducted by Dương Ngọc Hải, the researcher, MA student of Faculty of Postgraduate Studies, University of Language and International Studies, Vietnam National University, Hanoi
I have been informed and therefore have fully understood the following terms and conditions concerning my participation, my rights and the concessions made between me and the researcher
My participation is devoted on absolutely voluntary basis and I, therefore, have the right to with draw from the project anytime I wish to and for whatever reason
I will be actively involved in teaching while enabling Ms Dương Ngọc Hải to record and observe my instructional methods The schedule and locations for these activities will be determined through discussions with the researcher.
I grant the researcher permission to utilize my opinions and all information presented in the Methodology, Findings, Discussion, and Conclusion sections solely for research purposes.
The researcher guarantees, thereby taking responsible for, the anonymity and confidentiality of the data collected from me
For my nomination, I will utilize a pseudonym and omit the actual names of key locations, including my educational institution However, I will retain certain aspects of my identity, such as my academic background, which are pertinent to the study.
I am not going to receive any monetary reward for my participation in the project
If I discover that the study has been conducted in violation of the ethical principles outlined in the information sheet provided by the researcher, I have the right to file a formal complaint regarding any breaches of the terms, conditions, and commitments stated in the consent form.
T: Before we start the lesson, I have a small video for you I would like you to watch a short video clip about many different hobbies, alright? And your task is to watch the video clip without writing Please memorize the name of the hobbies only in your heads, no writing After that, you can stand up and tell the class about the hobbies that you have heard Are you clear?
T opens a video for Ss to listen
T: Yeah, it‘s time for you to write the words in your paper
T: Are you ready? Now we are going to your part Some of you stand up and say about the hobbies you can hear from the video clip I will call you randomly Hiep, please Just one hobby only
S: Baking T: Baking Anyone else? Okay, Mai Anh
T: Okay, you say ―playing the piano‖ Hieu, please
T: Okay, so all of you are very good at memorizing the words mentioned in the video clip And now I will show you the suggested answers Yes, so we have a lot of hobbies All the hobbies, or some of them, were mentioned in Unit 2 But today we just review some of them And now I want to call
1 student to come here and have a short presentation about his/her hobby Maybe you can choose one of them or you can choose another one Bao, please
T: Hurry up, please Now listen to your classmate carefully
S: Hello, class Today I will have a short talk about my hobby I‘m very keen on reading books It gives me many knowledge and widens my memory And I think everybody should have at least one hobby at weekend People will have to things to do
T: Thanks I have one question for you What are the benefits, what are the advantages of reading books?
S: It can give me many knowledge and… T: Knowledge
T: Thank you very much (class clap) So he had a rather good presentation However, try to focus on your pronunciation, when you talk to the students, try to focus on your pronunciation as well as about your …, right? You should have eye contact with the audiences Try to have a smiling face in order to draw attention from the listeners And now
I will deliver to each of you a piece of paper with 4 exercises in order to review vocabulary, and then I will give you some instructions for exercise Deliver to your friends
T: Each of you have your piece of paper, and now you will do exercise 1 I provide you with a number of words of 3 units 1, 2 and 3 and you have to 4 columns for the stress patterns First column means the syllable falls on the first stress, then the second one, the third one and the fourth one And now for the exercise in this piece of paper, I will give you 1 minute to put all the words into the correct stress pattern Now please do it quickly One word was given to you as an example, melody Be quick
(T goes around the class to check)
T: Be quick It seems to me that you haven‘t finish your task yet, so I will give you 1 more minute Be quick
T: Have you finished? Have you finished your task yet?
T: So now time‘s up All of you have your answers So now I‘ll deliver to you, uh…, not all of you a piece of paper It‘s a word list So when I count 1, 2 and 3, each of you having a piece of paper will stick on the board with the correct stress pattern Only 24 words so only 24 of you, please receive your piece of paper
T: Ok, can you deliver pieces of paper randomly? Hurry up
T: In order to check the exercises quickly, now I would like to invite all students have pieces of paper with words come to the board and stick the word into the correct column
Ss stand up and do the exercise
T: Try to keep the space for your friends
You are taking much space You who finish sticking can go back to your seat, or we will have traffic jam
T: Be quick Ok, thank you
T: Thank you so much So now, in order to check whether your answers are right or wrong, now I will show you the answers and try to find out whether the answers in these pieces of paper are right or wrong And we will have to move the words into the correct column if necessary