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

Kailing Zhao,Kornsiri Boonyaprakob

doi:10.54855/ijte.222110

Abstract

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

Highlights

According to Brown (2000), and Thomas (1987), interaction is a collaborative process of exchanging ideas, feelings, and thoughts between two or more persons, which will create reciprocal effects on each other
To answer the research question on what the quantity, characteristics, and categories of teacher’s talk and students' talk are based on a modified Flanders Interaction Analysis Category System (FIACS) in a Thai language class where Chinese college students are studying Thai as a foreign language (FL), findings are reported in three sections: 1) findings on the quantity of interaction; 2) findings on characteristics of interaction; and 3) findings on categories of interaction
Foreign language teachers are recommended to engage students in using the language in real-life contexts as much as possible, and interaction among the students themselves is needed (Hismanoglu & Hismanoglu, 2011). This mix-method study is conducted based on the Flanders Interaction Analysis Category System (FIACS) in an FL classroom where Chinese students learn Thai

Summary

Introduction

According to Brown (2000), and Thomas (1987), interaction is a collaborative process of exchanging ideas, feelings, and thoughts between two or more persons, which will create reciprocal effects on each other. It is a process of information exchange between multiple objects; individuals express their own views and include receiving and understanding the information transmitted by other interlocutors and responding to it (Hadfield & Hadfield, 2008, River, 1987). Flanders (1961) defined teaching as an interactive process where both teachers and students participate. It is conducive to the improvement of student's communication ability, cognitive ability, and social ability (Brown & Lee, 2015)

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Discussion

Conclusion