Abstract:
This study aimed at investigating the patterns used in classroom interaction as well as how
the patterns enhance teaching and learning in English language lessons in senior high schools
in the Denkyembour District. Utilizing a qualitative research approach that employed a case
study, interview, classroom lesson recordings, and focus-group discussion were employed to
gather data from 526 participants (520 students and 6 teachers of English) and analysed
thematically. The findings revealed that the teachers apply at least six identified interactional
patterns in their classrooms: teacher-whole class, student-teacher, student-student, teacher
group, student-group, and student-whole class interaction, with teacher-whole class
interaction being the most dominant used pattern. The results also showed that the various
interactions help to develop students‘ communication skills, increase their language stock,
and promote cooperative learning. Others are to strengthen social relationship with students
and improve their retention of concepts they learn. Moreso, it came out that the patterns build
confidence in learners, while anxiety and boredom were seen to have greatly reduced. The
patterns also made it possible for teachers to receive prompt feedback from their learners, as
well as assisted the teachers in the identification of students‘ weaknesses. Based on the
findings, it is recommended that teachers design their techniques and activities to encourage
greater involvement in the classroom and integrate different learning styles to increase
complete participation, interaction, and successful teaching and learning.
Description:
A thesis in the Department of Applied Linguistics, Faculty of Foreign
Languages Education, submitted to the School of
Graduate Studies, in partial fulfilment of the requirement
for the award of the degree of
Master of Philosophy
(Teaching English as a Second Language –TESL)
in the University of Education, Winneba
