The Oral Interaction Practices of EFL Instructors and Students at Gambella University
Keywords:
Oral interaction Patterns, teacher talk, student talk, categoryAbstract
he purpose of this research was to investigate typical oral interaction patterns between Gambella University second-year EFL students and their teacher. One EFL teacher was recruited by purposive sampling, and 32 students from the Department of English Language were selected through random selection using a descriptive study methodology. The tools used to gather the data were quantitative observation and a 12-item closed-ended questionnaire. Utilizing the Flanders interaction analysis category system (FIACS), the quantitative observation data was examined. Moreover, SPSS version 24 and descriptive statistics were used to analyze the questionnaire data. The information gathered from the questionnaire and the classroom observation was then triangulated. The EFL teacher employed lecturing the most, according to the findings. The findings furthermore disclosed that the teacher did not use the alternative patterns deemed to be more participatory in order to promote spoken communication among the pupils. The results also demonstrated how seldom the students used the majority of the spoken interaction strategies. Lastly, it was suggested that in order to provide students a enough opportunity to practice their oral English engagement with peers and instructors, the study participants' oral interaction patterns be balanced.
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