Patterns of classroom interaction in an English language lesson a case study in the Denkyembour District

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.