A Case Study of Chinese Students Learning Thai as a Foreign Language: Flanders Interaction Analysis Category System
DOI:
https://doi.org/10.54855/ijte.222110Abstract
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.
References
Adaba, H.W. (2017). Exploring the practice of teacher-student classroom interaction in EFL to develop the learner’s speaking skills in Tullu Sangota primary school grade eight students in focus. Art and Social Science Journal, 8(4), 1-18. DOI: 10.4172/2151-6200.1000295.
Abebe, D., & Deneke, D. (2015). Causes of students’ limited participation in EFL classroom: Ethiopian public universities in focus. International Journal of Educational Research and Technology, 6(1), 74-89.
Almohizea, N. I. (2018). An investigation of oral interaction in English as a foreign language classroom. International Journal of Language and Linguistics, 6(3), 51-60. DOI:10.11648/j.ijll.20180603.11
Allwright, R. L. (1984). The importance of interaction in classroom language learning. Applied linguistics, 5(2), 156-171. https://doi.org/10.1093/applin/5.2.156
Amatari, V. O. (2015). The instructional process: a review of Flanders’ interaction analysis in a classroom setting. International Journal of Secondary Education, 3(5), 43-49. DOI: 10.11648/j.ijsedu.20150305.11
Allen, J. P., Pianta, R. C., Gregory, A., Mikami, A. Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science (New York, N.Y.), 333(6045), 1034–1037. https://doi.org/10.1126/science.1207998
Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of Effective Teacher-Student Interactions in Secondary School Classrooms: Predicting Student Achievement With the Classroom Assessment Scoring System-Secondary. School psychology review, 42(1), 76–98.
Afrin, T. (2018). The role of classroom interaction in improving learners speaking skills: a case study of private universities (Doctoral dissertation, BRAC University).
Bolitho, R. (2006). Teacher talk and learner talk. European Center for Modern Languages of the Council of Europe. http://archive.ecml.at/mtp2/grouplead/results/lucru/4/rod.pdf
Battistich, V., Solomon, D., & Delucchi, K. (1993). Interaction processes and student outcomes in cooperative learning groups. The Elementary School Journal, 94(1), 19-32. http://www.jstor.org/stable/1001872
Bonavetti, M. C. (2015). Oral interaction in the classroom: An up-close view at the English as a Foreign Language Teaching Program at Universidad Adventista del Plata. Enfoques, 27(1), 51-77.
Bin, W. (2009). Coping with culture shock: a study of stressors, adjustments and stereotypes among Chinese students at Bangkok University. Master Dissertation, Bangkok University, Thailand. http://dspace.bu.ac.th/jspui/handle/123456789/569
Brinton, D. M. (2014). Tools and techniques of effective second/foreign language teaching. Teaching English as a second or foreign language, 340-361.
Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). New York: Longman.
Brown, H. D., & Lee, H. (2015). Teaching principles. P. Ed Australia.
Blosser, P. E. (1991). How to ask the right questions. NSTA Press.
Choudhury, S. (2005). Interaction in second language classrooms. BRAC University Journal, 2(1), 77-82.
Cardenas, F. L. (2013). Teacher talking time vs. student talking time: Fostering speaking in the EFL classroom. Universidad Austral de Chile.
Carless, D. (2008). Student use of the mother tongue in the task-based classroom. ELT Journal, 62(4), 331-338. DOI:10.1093/elt/ccm090
Chaudron, C. (1988). Second Language Classrooms. Research on Teaching and Learning. Cambridge University Press, 40 West 20th Street, New York, NY 10011.
Cheewagaroon, R. (2011). Teaching Change in Response to Thai Tertiary English Language Teaching Reform. Unpublished doctoral dissertation, University of Wollongong, Australia.
Dörnyei, Z. (2016). Research methods in applied linguistics. Oxford: Oxford University Press.
Evans, T. P. (1970, March). Flanders System of Interaction Analysis and Science Teacher Effectiveness. The Forty-Third Annual Meeting of the National Association for Research in Science Teaching, Minneapolis, Minnesota.
Fang, L., & Chalermnirundorn, N. (2019, August). A Study of Chinese University Students’ Perceptions towards Thai Language in Yunnan Province, China. In Rangsit Graduate Research Conference: RGRC (Vol. 14, pp. 0109-0117).
Flanders, N. A. (1961). Analyzing Teacher-Behavior. Educational leadership, 19(3), 173.
Flanders, N. A. (1965). Teacher Influence, Pupil Attitudes and Achievement, US Government Printing Office.
Flanders, N. A. (1966). Interaction analysis in the classroom: A manual for observers. Ann Arbor, Mi: School of Education, University. of Michigan.
Fassinger, R. E. (1995). From invisibility to integration: Lesbian identity in the workplace. The Career Development Quarterly, 44(2), 148-167. https://doi.org/10.1002/j.2161-0045.1995.tb00682.x
Fan, S. (2010). Language shock: A challenge to language learning. Internet Journal of Language, Culture and Society, 2(31), 51-42. www.educ.utas.edu.au/users/tle/JOURNAL/
Fazio, L., & Lyster, R. (1997). Colt comparisons of second language learning environments in minority language and immersion classrooms. Manuscript submitted for publication.
Ginting, S.A. (2017). The importance of opening moves in classroom interaction. Advanced in Language and Literary Studies, 8(6), 7-11.
Gupta, D. (2004). CLT in India: Context and methodology come together. ELT Journal, 58, 266-269. DOI:10.1093/elt/58.3.266
Gündüz, M. (2014). Analyzing language classrooms through classroom interaction. Journal of human sciences, 11(2), 1149-1166. DOI:10.14687/ijhs.v11i2.3044
Garton, S. (2002). Learner initiative in the language classroom. ELT journal, 56(1), 47-56. https://doi.org/10.1093/elt/56.1.47
Hao, Y. S. (2007). Behavior analysis of college students’ classroom participation. Research on Higher Engineering Education, (6), 131-134.
Hadfield, J., & Hadfield. (2008). Introduction to teaching English. Oxford: Oxford university press.
Hanum, N. S. (2017, June). The importance of classroom interaction in the teaching of reading in junior high school. In Prosiding Seminar Nasional Mahasiswa Kerjasama Direktorat Jenderal Guru dan Tenaga Kependidikan Kemendikbud 2016.
Harmer, J. (2008). How to teach English. ELT journal, 62(3), 313-316. https://doi.org/10.1093/elt/ccn029
Hall, J. K. (1997). Differential teacher attention to student utterances: The construction of different opportunities for learning in the IRF. Linguistics and Education, 9(3), 287- 311. https://doi.org/10.1016/S0898-5898(97)90003-6
Hismanoglu, M., & Hismanoglu, S. (2011). Task-based language teaching: what every EFL teacher should do. Procedia Social and Behavioral Sciences 15, 46–52. https://doi.org/10.1016/j.sbspro.2011.03.049
Hoang, V. Q. (2021). The Differences of Individual Learners in Second Language Acquisition. International Journal of TESOL & Education, 1(1), 38–46. Retrieved from http://i-jte.org/index.php/journal/article/view/6
Hughes, Jan & Cavell, Timothy & Willson, Victor. (2001). Further Support for the Developmental Significance of the Quality of the Teacher–Student Relationship. Journal of School Psychology. 39. 289-301. 10.1016/S0022-4405(01)00074-7. DOI:10.1016/S0022-4405(01)00074-7
Hughes, J. N., & Cavell, T. A. (1999). Influence of the teacher-student relationship in childhood conduct problems: A prospective study. Journal of clinical child psychology, 28(2), 173-184. https://doi.org/10.1207/s15374424jccp2802_5
Hedge, T. (2000). Teaching and Learning in the Language Classroom. Oxford: Oxford University Press.
Hullen, W. (1989). Investigations into classroom discourse. 1989), Current Trends in European Second Language Acquisition Research, Clevedon, Avon, Multilingual Matters.
Indoshi, F. C., Bett, J., & Odera, F. Y. (2009). The nature of interaction in English language classrooms. The International Journal of Learning, 16(7), 217 – 227.
Jeanjaroonsri, R. (2018). A Study of Constructive or Restrictive Features of Classroom Discourse in an EFL Adult Classroom in Thai Context. LEARN Journal: Language Education and Acquisition Research Network, 11(1), 125-139.
Kayi, H. (2006). Teaching speaking: Activities to promote speaking in a second language. The internet TESL journal, 12(11), 1-6.
Long, M. (1996). The role of the linguistic environment in second language acquisition. Open Journal of Modern Linguistics, 2(2), 413-468.
Luo, X. (2016). Factors Positively Affecting Chinese Students’ Loyalty towards Universities in Bangkok. Master's thesis, Bangkok University, Bangkok, Thailand.
Liu, J. (2001). Asian students' classroom communication patterns in US universities: An emic perspective. Greenwood Publishing Group.
Mascolo, M. F. (2009). Beyond student-centered and teacher-centered pedagogy: Teaching and learning as guided participation. Pedagogy and the human sciences, 1(1), 3-27.
McCroskey, J. C., & Richmond, V. P. (1991). Quiet children and the classroom teacher. ERIC Clearinghouse on Reading and Communication Skills, Indiana University, 2805 E. 10th St., Suite 150, Bloomington, IN 47408-2698.
Mustapha, S. M., Abd Rahman, N. S. N., & Yunus, M. M. (2010). Factors influencing classroom participation: a case study of Malaysian undergraduate students. Procedia-Social and Behavioral Sciences, 9, 1079-1084. https://doi.org/10.1016/j.sbspro.2010.12.289
Murphy, L., Eduljee, N. B., & Croteau K. (2021). Teacher-centered versus student-centered teaching: Preferences and differences across academic majors. Journal of Effective Teaching in Higher Education 4(1), 18-39. 1 DOI:https://doi.org/10.36021/jethe.v4i1.156
Mulyati, A. (2014). A study of teacher talk and student talk in verbal classroom interaction to develop speaking skill for young learners. Journal of English and Education, 1(1), 1-10. Retrieved from https://ejournal.upi.edu/index.php/L-E/article/view/318/208
Mu, A. L., Lv, K. Y., & Wang, X. M. (2014). Improvement of coding standard of Flanders interactive analysis system. Xueyuan, (20),10-11
Nafi, N. N., Rinanda, D., & Sularti, S. (2019). The Adjacency Pairs Analysis of Teacher Students Talks in Hearing Impairment Classroom. Register Journal, 12(1), 81-99. DOI: https://doi.org/10.18326/rgt.v12i1.81-99
Nghiem, H. S., Le, T. T. K., Ly, T. N. A., Tang, V. Y., & Phan, T. T. M. (2021). Difficulties when studying away from home. International Journal of TESOL & Education, 1(1), 1-12. Retrieved from http://i-jte.org/index.php/journal/article/view/1
Nida, E. A. (2003). Principles of correspondence. In Toward a science of translating (pp. 156-192). Brill. https://doi.org/10.1163/9789004495746_010
Nunan, D. (1991). Communicative tasks and the language curriculum. TESOL quarterly, 25(2), 279-295. https://doi.org/10.2307/3587464
Nunan, D. (1991). Understanding language classrooms: A guide for teacher-initiated action. Prentice Hall.
Nugroho, P. (2017). Factors affecting the students’ reluctance to speak English in classroom interaction. Retrieved from http://repo.iain-tulungagung.ac.id/6475/7/BAB IV.pdf
Nugroho, K. (1). Interaction in English as a Foreign Language Classroom (A Case of Two State Senior High Schools in Semarang in the Academic Year 2009/2010). English Education Journal, 1(1). Retrieved from https://journal.unnes.ac.id/sju/index.php/eej/article/view/148
Paul, David. (2003). Teaching English to children in Asia. Hong Kong : Longman Asia ELT
Putri, F. G., & Pulungan, R. (2014). An analysis of classroom interaction by using Flanders Interaction Analysis Categories System (FIACS) technique at SMPN 13 Kota Bengkulu in 2013/2014 academic year (Doctoral dissertation, Universitas Bengkulu).
Rahman, M. S. (2017). The Advantages and Disadvantages of Using Qualitative and Quantitative Approaches and Methods in Language “Testing and Assessment” Research: A Literature Review. Journal of Education and learning, 6(1), 102-112. http://dx.doi.org/10.5539/jel.v6n1p102
Rivers, W. M. (1987). Interactive language teaching. Cambridge University Press, 40 West 20th Street, New York, NY 10011 (hardcover--ISBN-0-521-32216-2; paperback--ISBN-0-521-31108-X).
Riasati, M. J. (2012). EFL students’ perception of factors influencing willingness to speak English in language classrooms: A qualitative study. World Applied Sciences Journal, 17 (10), 1287-1297.
Romanel, C., & Kundu, T. (1993). A hybrid modelling of soil–structure interaction problems for deeply embedded structures in A multilayered medium. Earthquake Engineering & Structural Dynamics, 22(7), 557-571. https://doi.org/10.1002/eqe.4290220702
Serin, H. (2018). A comparison of teacher-centered and student-centered approaches in educational settings. International Journal of Social Sciences & Educational Studies, 5(1), 164-167. https://doi.org/10.23918/ijsses.v5i1p164
Sundari, H. (2017). Classroom interaction in teaching English as FL at lower secondary schools in Indonesia. Advances in Language and Literary Studies, 8(6), 147-154. DOI: http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.147
Smith, D. H. (1992). Encouraging students’ participation in large classes: A modest proposal. Teaching Sociology, 20(4), 337-339. https://doi.org/10.2307/1318983
Sakui, K. (2004). Wearing two pairs of shoes: Language teaching in Japan. ELT Journal, 58, 155-163. https://doi.org/10.1093/elt/58.2.155
Singh, Y. K., Sharma, T. K., & Upadhya, B. (2008). Educational Technology: Teaching-learning. APH.
Malamah-Thomas, A. (1987). Classroom Interaction. Oxford University Press.
Tsui, A. B. (2001). Classroom interaction. The Cambridge guide to teaching English to speakers of other languages, 120-125.
Taous, B. (2013). The role of classroom interaction in improving the students’ speaking skill. Biskra University.
Webb, N. M. (1982). Group composition, group interaction, and achievement in cooperative small groups. Journal of Educational Psychology, 74(4), 475. https://doi.org/10.1037/0022-0663.74.4.475
Webb, N. M. (1984). Stability of small group interaction and achievement over time. Journal of Educational Psychology, 76(2), 211. https://doi.org/10.1037/0022-0663.76.2.211
Wiriyachitra, A. (2002). English language teaching and learning in Thailand in this decade. Thai TESOL Focus, 15(1), 4-9.
Ye, Y. (2020). Factors affecting the decision-making of the Chinese students to study in higher education institutions in Thailand. Romphruek Journal 38(1), 102-117
Yin, H., Ruangkanjanases, A., & Chen, C. (2015). Factors Affecting Chinese Students’ Decision Making toward Thai Universities. International Journal of Information and Education Technology. 5(3), 189-195. DOI: 10.7763/IJIET.2015.V5.500
Zuengler, J., Ford, C., & Fassnacht, C. (1998). Analyst Eyes And Camera Eyes: Theoretical and Technology Considerations in “Setting” The Details of Classroom Interaction. Albany, N.Y.: School of Education, University at Albany.
Zhao, C. (2013). Classroom Interaction and Second Language Acquisition: The More interactions the Better?. Studies in Literature and Language, 7(1), 22-26. DOI: http://dx.doi.org/10.3968/n
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Kailing Zhao, Kornsiri Boonyaprakob
This work is licensed under a Creative Commons Attribution 4.0 International License.
The copyright of all articles published in the International Journal of TESOL & Education (ijte) remains with the Authors, i.e. Authors retain full ownership of their article. Permitted third-party reuse of the open access articles is defined by the applicable Creative Commons (CC) end-user license which is accepted by the Authors upon submission of their paper. All articles in the ijte are published under the CC BY-NC 4.0 license, meaning that end users can freely share an article (i.e. copy and redistribute the material in any medium or format) and adapt it (i.e. remix, transform and build upon the material) on the condition that proper attribution is given (i.e. appropriate credit, a link to the applicable license and an indication if any changes were made; all in such a way that does not suggest that the licensor endorses the user or the use) and the material is only used for non-commercial purposes.
Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository, in a journal or publish it in a book), with an acknowledgment of its initial publication in this journal.
How to Cite
