Investigating EFL English-Majored Students’ Perceptions of Interactive Teaching Methods in Language Classes

Abstract

This study investigates the perceptions of EFL English-major students at Nam Can Tho University regarding interactive teaching methods. Interactive methods, which include activities such as group work, discussions, role-playing, and peer feedback, are increasingly adopted in language education to enhance student engagement and learning outcomes. Grounded in Communicative Language Teaching (CLT) and sociocultural theory, the study explores both the benefits and challenges associated with these methods. A 20-item questionnaire, adapted from existing literature, was administered to 70 students to gather data on their experiences. The findings reveal that students recognize significant benefits of interactive methods, including increased motivation, improved language skills, and practical application of English. However, challenges such as difficulties in transitioning from traditional methods, staying focused due to distractions, managing group activities, addressing cultural influences, and ensuring equal participation were also identified. The study highlights the need for targeted support and professional development for educators, effective classroom management strategies, and culturally responsive teaching practices to enhance the effectiveness of interactive teaching methods. These insights contribute to the ongoing discourse on interactive teaching and offer practical recommendations for improving language instruction in EFL contexts.