An Analysis of Classrom Interaction in Speaking Class by Using FIAC System: Teachers Questioning and Feedback (Grade Seven Students in Focus)

Sisay Ayalew Tsegaw

doi:10.47405/mjssh.v4i7.301

Abstract

   The aim of this study was to describe the interaction of teachers and students at primary school levels in speaking class of English foreign classroom. It also aimed at describing how the participants experienced interaction and its level of interactional activities and influences. To carry out the real classroom interaction analysis in speaking class using FIACS technique, qualitative research / qualitative descriptive research was employed for this study, which is qualitative. The results were analyzed using qualitative/Latent content analysis mainly. The targeted schools selected using convenience-sampling technique, but English Language teachers were selected using purposive sampling. Qualitative methods of data collection, such as interviewing, observation, and document analysis were also developed and employed as major tools. The result from these instruments showed that the interaction was still dominated by the teachers as shown from the observation and recording, and the speaking skills input and process haven’t been found to have a positive change on their students speaking performance or improvement. Thus, all findings revealed that the teachers were not able to use the appropriate type of classroom language and provide formative feedback that really help in improvement of student’s language learning.  

Highlights

It is possible to presume that education has its own role in the development of oral communication
The results revealed that the teachers felt unskilled in oral www.msocialsciences.com communication to have good interaction with their students though they had various motivational orientations towards speaking English
This study looked deep into classroom real phenomenon, that was, classroom interaction

Summary

Introduction

It is possible to presume that education has its own role in the development of oral communication. This implies that early stage educational achievement contributes a lot for their future education and life, and to the economy at a whole. Among several skills, entering school and learning to speak are important early educational milestones for students’ long life success. Children‘s chance for academic and occupational success are limited when foundational speaking skills are not developed. Speaking is one of the most valuable skills developed during childhood, but it is one of the most cognitively challenging proficiencies to acquire (Lyon, 1998). Teaching young children to speak is the cornerstone of improving educational outcomes and has far-reaching implications

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Conclusion