Exploring Classroom Oral Interaction In The Efl Setting: Case Of 1st Year “licence” Students In The English Department - Tlemcen University

Résumé: Classroom interaction can develop the students’ language proficiency through the mutual exchange that occurs between students or with their teacher especially in the EFL setting. The main aim of the current study was to explore the types of interaction that took place in the EFL classroom in addition to probe the strategies that the teacher used to promote classroom Interaction. For this purpose a case study of first year EFL students in the English department at Tlemcen University was undertaken. Data were collected through two research instruments which are: students’ questionnaire and classroom observation. The data collected were analyzed qualitatively and quantitatively. The results revealed that there are two types of classroom interaction that took place in the EFL classroom. Teacher-student interaction occurred through the sequence initiation (when the teacher asked questions), response (when the student responded to the questions given by the teacher) and feedback (when the teacher evaluated the students’ performance). In addition, students requested for clarification, and debated and discussed free topics either with the teacher or with their fellows. On the other hand, the student-student interaction occurred most during pair and group works or during the whole class discussion. Besides, the results showed that asking questions, implementing cooperative learning and whole class discussion were the strategies the teacher used to promote classroom interaction. This research work ended by some suggestions and recommendations that EFL teachers may implement to promote classroom interaction. These strategies include improving teachers’ questioning, building a positive rapport between the teacher and students, implementing cooperative learning and attending to students’ linguistic level, reducing anxiety and increasing motivation.

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