A STUDY OF TEACHERS’ TECHNIQUES FOR PROMOTING CLASSROOM INTERACTION IN THE ENGLISH CLASS AT NINH CHAU HIGH SCHOOLIN QUANG BINH PROVINCE

MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY OF FOREIGN LANGUAGES
----------

LE THI KHANH HUYEN

A STUDY OF TEACHERS’ TECHNIQUES FOR
PROMOTING CLASSROOM INTERACTION IN THE
ENGLISH CLASS AT NINH CHAU HIGH SCHOOLIN
QUANG BINH PROVINCE

MA THESIS IN THEORY AND METHODOLOY OF ENGLISH
LANGUAGE TEACHING

In partial fulfillment of the requirement for the degree of Master of Arts, Hue University of
Foreign Languages

HUE, 2015


MINISTRY OF EDUCATION AND TRAINING
HUE UNIVERSITY OF FOREIGN LANGUAGES
----------

LE THI KHANH HUYEN

A STUDY OF TEACHERS’ TECHNIQUES
FOR PROMOTING CLASSROOM INTERACTION
IN THE ENGLISH CLASS AT NINH CHAU HIGH
SCHOOL IN QUANG BINH PROVINCE

MA THESIS IN THEORY AND METHODOLOY OF ENGLISH
LANGUAGE TEACHING
CODE: 60.14.01.11

SUPERVISOR: PHAM HOA HIEP, D.Ed.

HUE, 2015

i


BỘ GIÁO DỤC VÀ ĐÀO TẠO
ĐẠI HỌC HUẾ
TRƯỜNG ĐẠI HỌC NGOẠI NGỮ

---------LÊ THỊ KHÁNH HUYỀN

KHẢO SÁT KỸ THUẬT DẠY HỌC
CỦA GIÁO VIÊN NHẰM THÚC ĐẨY SỰ TƯƠNG
TÁC TRONG LỚP HỌC TIẾNG ANH TẠI TRƯỜNG
THPT NINH CHÂU QUẢNG BÌNH

LUẬN VĂN THẠC SĨ LÝ LUẬN VÀ PHƯƠNG PHÁP DẠY HỌC
BỘ MÔN TIẾNG ANH
MÃ SỐ: 60.14.01.11

NGƯỜI HƯỚNG DẪN KHOA HỌC:
TS. PHẠM HÒA HIỆP

HUẾ, 2015

ii


STATEMENT OF ORIGINALITY
This work has not been submitted for a degree or diploma in any university.
To the best of my knowledge and belief, the thesis contains no material previously
published or written by another person except where due reference is made in the
thesis itself.

Date: ……./ ……./ 20…..
Author

Le Thi Khanh Huyen

iii


ABSTRACT

This study aims to explore high school teachers and students’ views about
effective classroom interaction and how it can be promoted at Ninh Chau High
School. The data were collected by means of questionnaires, in-depth interviews
and classroom observations. The findings show that the most teachers and students
understood the importance of classroom interaction for more effective teaching and
learning English. All the teachers agreed a good communication in classroom could
help create a communicative environment and thus could make students feel more
confident in using English to communicate with each other.
On the basis of the findings, to promote effective classroom interaction, it is
suggested the teachers need to develop suitable communicative activities that all
students could take part in. The teachers could also use a variety of teaching

equipment and tools such as a computer, projector, posters and pictures to promote
communication. In addition, the teachers could use pair-work, group-work or even
individual work to facilitate students’ interaction. Furthermore, the teachers should
create a positive atmosphere in the classroom to encourage more interaction among
student.

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ACKNOWLEDGEMENTS
I would like to sincerely thank all of teachers of College of Foreign
Languages, Hue University for teaching me in the course work program.
Particularly, this thesis would not have been completed without the support of
my supervisor Dr. Pham Hoa Hiep; I would like to express my special thanks to
him.
I also would like to thank the teachers and students at Ninh Chau high school
who enthusiastically participated in my research. I am grateful to the principal of
Ninh Chau high school for giving me favorable conditions during my study.
Additionally, I would like to thank all my classmates for the meaningful time
during the course.
Last but not least, I am deeply grateful to my parents, my older brothers, my
friends who always beside me to support and encourage me to conduct this master
course. Thank you so much for all.
Sincerely,
Le Thi Khanh Huyen

v


TABLE OF CONTENTS

SUB COVER PAGE..............................................................................................i
STATEMENT OF ORIGINALITY...................................................................iii
ABSTRACT..........................................................................................................iv
ACKNOWLEDGEMENTS..................................................................................v
TABLE OF CONTENTS.....................................................................................vi
LIST OF TABLES.............................................................................................viii
LIST OF FIGURES ............................................................................................ix
LIST OF ABBREVIATIONS...............................................................................x
CHAPTER 1..........................................................................................................1
INTRODUCTION.................................................................................................1
1.1. Background of the study.........................................................................................................1
1.2. Research aims and questions of the study.............................................................................3
1.3. Significances of the study.......................................................................................................4
1.4. Scope of the study..................................................................................................................4
1.5. Organization of the Study.......................................................................................................4

CHAPTER 2..........................................................................................................5
LITERATURE REVIEW.....................................................................................5
2.1. Introduction............................................................................................................................5
2.2. Definitions of classroom interaction.......................................................................................6
2.3. Types of classroom interaction in English language teaching.................................................7

2.3.1. Teacher-students interaction ..........................................................................7
2.3.2. Teacher-student interaction............................................................................8
2.3.3. Student-student interaction.............................................................................9
2.3.4. Student-students interaction...........................................................................9
2.3.5. Student-content interaction...........................................................................10
2.4. Classroom interaction and its role for English language teaching........................................10
2.5. Teacher’s techniques for promoting classroom interaction in the English class...................12

2.6. Current classroom interaction in Vietnam and Quang Binh province...................................14
2.7 Previous studies.....................................................................................................................16

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2.8. Conclusion............................................................................................................................17

CHAPTER 3........................................................................................................19
METHODOLOGY..............................................................................................19
3.1. Research approach...............................................................................................................19
3.2. Research site and participants..............................................................................................19
3.3. Data collection......................................................................................................................20
3.4. Data analysis.........................................................................................................................21
3.5. Conclusion............................................................................................................................22

CHAPTER 4........................................................................................................23
RESEARCH FINDINGS AND DISCUSSION.................................................23
4.1. Teachers’ views of effective classroom interaction..............................................................23

4.1.1. Teachers’ perception of effective classroom interaction in the English class at
Ninh Chau High School.........................................................................................23
4.1.2. Teachers’ use of techniques for promoting effective classroom interaction in
the English class....................................................................................................25
4.2. Students’ views of teachers’ techniques for promoting effective classroom interaction in
the English class...........................................................................................................................32

4.2.1. Students’ perception of effective classroom interaction in the English class..32
4.2.2. Students’ attitude towards teachers’ techniques for promoting effective
classroom interaction in the English class..............................................................34

4.3. Implication for promoting better classroom interaction in the English class........................38
4.4. Chapter conclusion...............................................................................................................41

CHAPTER 5........................................................................................................42
CONCLUSION AND RECOMMENDATIONS...............................................42
5.2. Recommendations................................................................................................................44

5.2.1. Recommendations for teachers.....................................................................44
5.2.2. Recommendations for students.....................................................................45
5.3. Limitations of the study........................................................................................................46

REFERENCES....................................................................................................47
APPENDICES.....................................................................................................51

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LIST OF TABLES
Table 4-1. The role of classroom interaction (n=8)...........................................23
Table 4-2. Some purposes of effective classroom interaction (n=8).................24
Table 4-3. Interaction pattern used in the English class (n=8).......................25
Table 4-4. Activity often used in the English class (n=8)..................................25
Table 4-5. Activity offers the best chance for classroom interaction (n=8).....26
Table 4-6. Types of communicative activities used in the English class (n=8) 27
Table 4-7. The ways used by teachers to promote effective classroom
interaction (n=8)................................................................................28
Table 4-8. Stage often used classroom interaction (n=8) ................................29
Table 4-9. Attitude of students towards teachers’ techniques (n=8)...............30
Table 4-10. Students’ participation in classroom interaction (n=8)................30
Table 4-11. Teachers’ difficulties when using techniques (n=8)......................31

Table 4-12. The roles of classroom interaction in the English class (n=80)....33
Table 4-13. The favorite classroom pattern by students (n=80)......................34
Table 4-14. The students’ favorite activities (n=80)..........................................34
Table 4-15. Teachers’ ways to motivate students’ interaction (n=80)............35
Table 4-16. Skill gives best chance for classroom interaction (n=8)................36
Table 4-17. The effectiveness of teachers’ techniques to students (n=80).......37
Table 4-18. The difficulties of students in classroom interaction (n=80)........38

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LIST OF FIGURES
Figure 4-1. Types of interaction used most in teaching different skills...........26
Figure 4.2. Importance of classroom interaction (n=80)..................................32
Figure 4-3. How students participate in classroom interaction (n=80)...........33
Figure 4-4. The students’ favorite communicative activities (n=80)...............35
Figure 4-5. Students’ participation in classroom (n=80)..................................37

ix


LIST OF ABBREVIATIONS

CLT: Communicative Language Teaching
NNS: Non-native Speaker
EFL: English as Foreign Language

x

CHAPTER 1
INTRODUCTION
This chapter will first present the background of the research. Then, it will
state the aims and questions of the study. This is followed with the significance and
the scope of the study. Finally, the structure of the study is outlined.
1.1. Background of the study
As an international language, English is the common means of
communication among people in the world. According to Ramelan (1992:2-3)
English as an international language is used to communication, to strengthen and to
fasten relationship among all countries in the world in all fields, for example in
tourism, business, science, technology, ect. English has now acquired the title of the
world’s leading “global language” (Crystal, 2003:1). Therefore, English has been
taught and learnt in many countries as a second language.
Nowadays, teaching and learning English as Foreign Language (EFL) is an
important task in Vietnam’s Education System. For the past decades, efforts have
been made so that English teaching methods in our country can be changed from
traditional grammar- translation method to the communicative language teaching
(CLT). The idea of CLT has been expanded since the mid-1970s. CLT was also
greatly influenced by the early version of Long’s Interaction Hypothesis (1996).
Since then, second language instructors have been encouraged to employ
communicative ways in their classroom. The focal point of CLT was almost
exclusively on meaningful interaction through the use of spontaneous speech during
pair and group work. There are various methods for teaching communicatively, for
example, immersion, task – based instruction and structure input (Krashen &
Terrell, 1993). In current classroom, CLT often takes the form of pair and group
1


work requiring the negotiation and cooperation between learners. In addition, there
are also different activities to help them get their own courage in developing their

confidence. Moreover, role-plays in which students practice and improve language
function as well as judicious use of grammar and pronunciation focused activities.
CLT enables students get their great interest and energy in learning English skill by
themselves.
According to Wikipedia dictionary, CLT or communicative approach is an
approach to language teaching that emphasize interaction as both the means and the
ultimate goals of the study. For CLT, classroom interaction is an important element
to promote its method. Nunan (1991) has recognized one of five features of CLT is
an emphasis on learning to communicate through interaction in the target language.
He claimed that CLT pays much intention in communication through interaction
and leads learners to connect themselves with language in class and used it outside
classroom. According to Chickering & Gamson (1987), the concept of interaction is
a core element of the seven principles of good practice in education including: good
practice

encourages

student-instructor

contact;

good

practice

encourages

cooperation among students; good practice gives prompt feedback; good practice
emphasizes time on task; good practice communicates high expectation; and good
practice respects diverse talent and ways of learning. On the other hand, classroom

interaction is a significant performance of effective communicative teaching and
learning. Classroom interaction stimulates the students’ involvement in the
classroom. It also fuels students’ motivation and helps the students see the
relevance of lessons and teachers’ topics. In addition, the interaction between the
teacher and the students is an essential part of teaching and learning process. For the
advanced study of teaching and learning, the teacher – student interaction is the key
of quality classroom. It means that teachers view classroom through a common lens
and discuss it using a common language providing support for improving the
quality of teacher – student interaction and ultimately student learning.
The Oxford Learner’s Dictionary of English defines the verb “interact” as “to
2


have an effect on each other” or “communicate and work together” (p.232). It
means that interaction is more than action followed by reaction. According to
Brown (2001) interaction is, in fact, the heart of communication, it what
communication is about. The more interaction learners have on classroom, the more
successful in the application of the learner-central approach.
Effective classroom interaction begins with an effective teacher. In order to
foster a healthy classroom environment, the teacher must have a clear understanding
the effect of teacher in classroom interaction. Then teacher finds suitable techniques
in teaching to get students involve to the lesson and encourage them to create their
motivation in English learning.
In Quang Binh Province, English has also been an important curriculum of
most upper secondary schools. For Ninh Chau High School, teachers always try to
renovate their teaching methodology frequently and create a close teaching and
learning environment. With the aim to investigate teachers’ perception and how
teacher creates classroom interaction in the English Class at Ninh Chau High
School in Quang Binh as well as suggests techniques for promoting interaction in
classroom to enhance success of English learning; I am motivated to conduct this

research project.
1.2. Research aims and questions of the study
The study aims to explore teachers’ effective classroom interaction in the
English Class at Ninh Chau High School and to collect suggestion of techniques to
promote effective classroom interaction to enhance the quality of English language
teaching to student.
This study particularly seeks the answer to the following questions:
1. What are teachers’ perceptions of classroom interaction?
2. What are the techniques that teachers currently use in the English classroom
to promote effective interaction at Ninh Chau High School in Quang Binh?
3. What are student’s views about these techniques?
4. What can be done to promote better classroom interaction?

3


1.3. Significances of the study
This research is significant because it focuses on teachers, techniques, and
influences which might affect the classroom interaction in English teaching at Ninh
Chau High School in Quang Binh. The findings will provide an insight into the
reality of teachers’ techniques in classroom interaction and thus can be useful to
improve the interaction in the English classroom at Ninh Chau High School in
Quang Binh Province.
1.4. Scope of the study
The research was conducted with the participants are 8 English teachers and
80 students in grade 10 at Ninh Chau High School in Quang Binh Province. Even
though the classroom interaction covers a large number of aspects, this research will
just focus on the techniques which are used by EFL teachers in classroom to
promote the interaction among teachers and students at Ninh Chau High School.
1.5. Organization of the Study

Apart from Appendices and References, this study consists of five chapters.
Chapter One has provided a brief introduction to the background and significance of
the study, including definitions and key terms. Chapter Two will provide a review
of previous literature in relation to teacher’s techniques for promoting classroom
interaction in the English class. Chapter Three will describe the research
methodology in this study. Chapter Four will present the results of both the
quantitative and qualitative investigations of the study. Chapter Five will discuss the
findings and limitations then gives recommendations and implications for teacher’
techniques in promoting classroom interaction in the English class.

4


CHAPTER 2
LITERATURE REVIEW
This chapter presents the review of literature regarding to the acquisition of
classroom interaction, the concept of classroom interaction and its types in English
Language Teaching. The chapter will then describe the problems of interaction in
the English class in Vietnam and Quang Binh province and mention some previous
studies in relation to classroom interaction. The last section of the chapter will
summarize the key issues concerning classroom interaction in the context under
research and point out the rigor for this story.
2.1. Introduction
According to Tsui (2001), the term classroom interaction refers to the
interaction between the teacher and the learners and among the learners in the
classroom. In addition, in recent year, language learning has been viewed from a
very different perspectives; it seems as result from one of process such as
interaction between learning and users of language (Richards, 2006). In other
words, classroom interaction gives students more opportunities to use English and
practice all four language skills and helps them become more responsible for their

learning. In reality, it is difficult for students to really work in a lesson with a
strange language, they are not patient enough to pay attention then give up soon.
However, classroom interaction depends much on teachers’ method to create a
pleasant classroom atmosphere in which students are trying to communicate in
foreign language.
In this study, I investigate teacher’s use of techniques to motivate students’
learning English to see how the use of supplementary activities motivates students
in English learning and the benefits as well as difficulties teacher and students have
encountered in teaching and learning English.
5


2.2. Definitions of classroom interaction
Brown (1994:159) defines interaction as “the collaborative exchange of the
thought, feeling, or ideas between two or more people resulting in a reciprocal
effect on each other”. In fact, to be the heart of CLT, interaction is considered as
important factor for communicative achievement. Brown also states that in teaching
learning process, the teacher should look for the most appropriate approach, design
of materials, or set of procedures in a particular case.
Having the same idea, Rivers (1987) sees interaction as the key to teaching
language for communication. “Part of the teacher art is to create, or stimulate
students creation of, the types of situation in which interaction naturally blossoms
and in which students can use for actual communication what they have been
learning in a or formal fashion. In this way, they are already engaging in the central
activity for which languages is used in human relation.” (Rivers, 1987:4).
According to All Wright and Bailey (1991:25), through classroom interaction,
the lesson can produce input, practice opportunities, receptivity. The teacher also
has to plan what he intends to teach such as syllabus, method and atmosphere as
seen from the figure below.
Planned Aspect

Outcome
Syllabus
Method

Lesson

Co- Produced
Input

Classroom
Interaction

Atmosphere

Practice
Opportunities
Receptivity

Figure 2.1. Relationship between plans and outcomes
(All Wright and Bailey, 1991:25)
Besides, Sims (1999) points interaction is to facilitate programs based on the
learner’s input, allowing various forms of participation of communication. In
addition, Lipmann (1991) states that interaction or activity is fundamentally to
create the learning communities. It is key learning component in learning theory.
6


Interaction is considered as a critical component of the education process.
According to Wagner (1994), interaction is defined as reciprocal events that
require at least two objects and actions. This action may be verbal and non-verbal.

An interaction is an event which takes place between learner and learner in a way
attended to change his or her behavior toward educational goals. In other words,
interaction is mainly achieved by two means of resource that are verbal and nonverbal means of expression. Verbal communication means communicating with
word, written or spoken; consisting of speaking, writing, listening and reading.
Besides, non-verbal communicating includes all unwritten and unspoken messages,
both intentional and unintentional.
It is necessary that teachers not only spend time on talking, lecturing, asking
questions, giving instructions and so on but also needs to demonstrate and use
gesture to make students understand easily what teachers talk in language class
through a foreign language. I believe that if teachers have a fully understanding of
classroom interaction, we are able to get our students involve to our lesson to attain
a success in teaching effectively and efficiently.
To sum up, interaction enhances English teaching and learning. Firstly, it not
only promotes learning, but also autonomous learning as well. Secondly, it builds
up a state of dynamic interaction in the classroom through cooperative learning,
communicative competence. Lastly, it provides the communication and creates an
active motivation.
2.3. Types of classroom interaction in English language teaching
Interaction is really important in language classes, especially English classes.
It comes from teachers and students. This section provides common interaction
types depending on who communicate with whom in language classes.
2.3.1. Teacher-students interaction
This form of interaction requires more than one student to involve in
interaction with the teacher. Example of the partner is the teacher interacting with a
group of students or with the whole class. According to Matthews (1994), designing
and planning activities which should depend on the material and level of students
7


provides learning motivation; and suits the particular needs of classes. When

working with intermediate students, teacher will probably work carefully; when
working with advanced students, teacher may work quickly.
In this mode of interaction, teacher talks to the whole class at the same time,
plays a role as the controller and decides the type and process of the activities. After
requiring, the teacher is a model and students are in form of activities. However, by
broader interaction with students at the same time, students may not be helpful in
interaction with students in class when they receive less chance to talk in a large
group. Therefore, the role of teacher is to establish a positive atmosphere to create
communication in class. Teacher also forms activities in pair or in small groups and
lets students act as the role of a leader and reporter. Encouraging students to
participate in class is the way that teacher involves students’ interaction. As John &
Jones (1998) mention, “The teacher’s effectiveness paradigm focuses on the effect
that teacher-student interactions have on the students’ achievement and behavior”.
2.3.2. Teacher-student interaction
This type of interaction, as Moore (1989) states, teacher-student is regarded
as essential by many educators and as highly desirable by many learners. Teacher is
an instructor who gives instruction to encourage students in learning and stimulate
students’ interests. Moore (1989) further states that due to teacher-student
interaction, students come under the influence of professional and experienced
teachers, and they are able to draw on the experience of their teacher to interact with
the content; that is most effective for particular learner. Besides, Garrison (1990)
mentions that students who interact regularly with their teacher and with other
students are more motivated and have better experience. They are often selfconfident, self- directed and self- motivated.
During the teacher – learner interaction, teacher is closed to student and vice –
versa. That is significant in teaching and learning. By doing activities based on
teacher’s instruction, students are able to strengthen their own critical thinking by
brain storming, supporting opinion, and making decision. Students feel motivated to
8

learn and confident to share ideas.
2.3.3. Student-student interaction
Interaction between student and student is essential for developing skills that
are needed for collaborative and cooperative task (Anderson, 2002). This mode of
interaction can be seen as the most frequently used interaction pattern in language
classroom, especially in carrying out conversation. In addition, Johnson (1995)
supports the idea that if learner- learner interaction is well structured and managed,
then it can be an important factor of cognitive development, educational
achievement of students and emerging social competencies. Hence, students will
establish their relationship in learning and friendship in classrooms.
It is obvious that student – student interaction refers to pair- work which helps
students exchange their ideas, encourage collaborative work, providing interaction
and active environment in classroom. Naegle Paula (2002:128) also comments
“talking students with their peers about the content of the course is a powerful way
for them to reinforce what they have learnt”.
2.3.4. Student-students interaction
In this mode of interaction, students use more language functions in pair and
group work than in other forms of interaction. However, even in group presentation
where more than one student presents a topic in the whole class, the main mode of
interaction is only one presenter at one time.
According to Moore (1989), interaction among members of groups in
classroom is highly valuable resource and essential for learning. The different
members of group have different tasks related to the same topic. Students perform
the task individually then come back to group to put the information and to share
their opinions. Group work incorporates principles and themes forms cooperative
learning and collaborative learning. During small group, the teacher circulated
around the room and talk with group one by one. Students stayed on task and asked
for clarification as needed. A representative from each group take turn to present the
issues related to topic while other listen, giving comments.
9

2.3.5. Student-content interaction
According to Andreson (2002), student- content interaction is most accessible
and adapted, individualized such as students’ portfolios. In addition, the value of
content is dependent on the extent which engages both students and teachers in
interaction. The content leads to relevant knowledge construction related to direct
relationship between the capacity for interaction and resulting engagement
motivation.
Interaction taking place between the learner and the content is the most basic
of four types of interaction in classroom (Moore, 1989). Because student – content
interaction is the process of interacting with the content which bring about the
change in the student’s understanding, and the cognition of student’s mind. It means
that the students hardly interact with teacher while they interact easily with the
content such as a radio, TV, test and ect.
2.4. Classroom interaction and its role for English language teaching
The significance of interaction is investigated and emphasized by a lot of
researchers. Gass and Varonis (1994) state that learners have greater comprehension
when they are allowed to interact. According to Swain (1985 : 223) “Interaction
allows the learner to practice the target language, thus enhancing fluency; to notice
the trigger a particular structural form that needs modifying; to test hypotheses
about structural points and to reflect meta- linguistically”. Similar to Swain, Brown
(1991) and McLaugh (1987) point out that interaction provides opportunity for the
non - native speaker (NNS) to practice structural components, increasing the
likelihood of automaticity of such components.
Alright (1984) emphasizes the immerse importance of classroom interaction
by saying that:
We need to stop thinking of interaction as an aspect of teaching method that
we may or may not wish to adopt in our class as a weapon in our
pedagogical aong to be used only when appropriate and, and so start

thinking of it as something inherent in the very notion of classroom

10


pedagogy itself. (1984:158)

Undoubtedly, interaction is an indispensable component in a language classroom.
Brown (1994) also indicates that interactive classes have the following
beneficial features:
• There is a large amount of pair and group work
• Students engage themselves in spontaneous and authentic conversation
• Students work for actual audiences and purposes, not artificial ones
• The task – based activities prepare students for the real world outside of the
classroom
The relationship between interaction and theories of second language
acquisition is also highlighted in related literature. Micheal Long (1983) believes
that interaction is one of the best sources of comprehensible input. When two
speakers interact, they use “the situational contexts, repetitions and classifications to
maximize comprehension”. In other words, in the English language classroom,
input from teacher and textbook is not sufficient and comprehensible. In addition,
Krashen and Terrell (1998) observer the role of interaction in second language
acquisition “acquisition requires meaningful interactions in the target language –
natural communication – in which speakers are concerned not with the form of their
utterance but with the messages they are conveying and understanding”.
It is clear that through classroom interaction, students in language class are
able to improve their language as they listen or read authentic linguistic material
and participate in discussion or conversation, even in the real life exchanges. Thus,
they have experience in creating messages from what they hear or read, since
comprehension is a process of creation (River, 1981:160-2). It is also underscored

by Richards (2001) that second language learning is facilitated when learners are
engaged in interaction and meaningful communication.
In general, classroom interaction offers students opportunity to ask for
repetition and confirmation. It facilities the comprehension of input; and therefore,
fosters students’ English language development. Interaction involves students in the
language use and enhances students’ communicative competence.
11


2.5. Teacher’s techniques for promoting classroom interaction in the English class
Interaction is an elicitation of students’ participation and initiative willingly
which requires a high degree of interpersonal communication skill (River, 1997:10).
It refers to the exchange of communication between the teacher and the students or
among students. It has an important role in language learning. “It may be quiet; It
may be noisy; It may be alert and dynamic; It may take place in large group, small
group or pair” (Kramsch, 1987:18). It will make students deeply involved in
activities that draw on their creativity. Therefore, teacher should create effective
techniques to help students participate positively in class and overcome their
inhibition and fear of embarrassment as well.
Technique is the teaching activities can be used in the classroom to promote
effective learning. Also, teaching activities for promoting effective classroom
interaction is communicative activities integrated into the lesson; such as class
survey, line dialogue, conversation grid, information gap, game; which encourage
and require the learner to speak with and listen to other learners in classroom. Moss
& Ross- Feldman (2003) suggest that more learning takes place when students are
engaged in relevant tasks within a dynamic learning environment rather than in
traditional teacher-led classes.
Moreover, this study also focus on the possibility of the use of one the
techniques of communicative language teaching (CLT), that is, pair work and group
work. Group and pair work are techniques that provide a chance for classroom

interaction. Nunan (1991) advocates that speaking learning in a foreign language
will facilitated when learners are actively engaged in attempting to communicate in
group. Similarly, Brown (1994) says that group work creates a favorable climate for
communication by giving students chances to talk in front of whole class.
Moreover, it is an effective technique for producing active learning and for
providing simultaneous opportunities for all class members. It also helps students
carry out the task without direct and immediate supervision of a teacher.
Additionally, the task was set to establish the relationship between teaching
12


techniques and patterns of classroom interaction. In a classroom setting, the teacher
work with the students on a giving task, explaining, informing, inquiring, correcting
and forcing the students work in pair or group to speak through a number of tasks.
In other words, teachers control classroom activities through demonstration,
explanation, questioning and in some instance through group work.
Also, Cohen (1994) identifies group work as a strategy for solving two
common classroom problems:
• Keeping students involved with their work
• Managing instruction for students with a wide range of academic skills
In addition, group has the following advantages:
• Collaboration – it provides a social aspect when students work together
• Peer teaching – group work provided us with a natural context for peer
teaching and it has many advantage such as: a) it not threatening; b) sometime
pupils find it is difficult to grasp a specific point from the teacher but among
themselves they can help and understand one another; c) it develop social skills –
students learn to speak with conviction, they also learn to receive help because
asking for help is a good skill to learn
• Effectiveness in mixed abilities classes
• Prevention of discipline problems – order is maintained in the class while the

teacher monitors students working in groups
• Opportunities for learners to use both comprehensible output and input in an
authentic manner because when learners are thinking or writing, they are doing this
for the sake of completing a task
• Less teacher dominance
These groups can be formed of pairs of students, small groups or large groups.
Teacher has to play as a facilitator who organizes groups at any time in class of any
size to check on the students’ understanding of the material, to give students an
opportunity to apply what they are learning.
Language classroom is the place where teachers and students come together
for interaction and learn in natural settings. Group work is a teaching technique at
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all levels of education and researchers observed that group based assignments and
discussions are a common feature of tertiary education (All Wright & Bailey, 2004).
The effective use of group work with communicative activities in the English class
can provide a friendly environment for students to practically experience the ideas
presented and strengthen their learning.
2.6. Current classroom interaction in Vietnam and Quang Binh province
In Vietnam, there was a time when the traditional approach of teaching was
adapted by most of teacher, when students used to depend only on the lecture
delivered by the teacher. They had not enough practices to speak on their own and
hence the interaction among the students in the classroom was almost absent.
Nowadays, communicative approach changed our education system; it demands
more of student interaction rather than just listening to the instructor. Hence, both
teacher and students understand that classroom interaction is very essential in
English teaching and learning today.
However, the classroom interaction has not applied broadly in Vietnamese
context. Vietnamese students are not familiar with the communicative approach

because they still mainly expect from teachers who give context, plans the lesson
and directs the activities. Le (1999) states that the Vietnamese students are expected
to sit in silence unless the teacher calls them individually to speak. Moreover, it is
not common to see any students to express their own opinions. Nguyen (2005)
concludes from her own previous research that “Vietnamese students are very
reluctant to question ideas to express their opinion or individual reference”
(2005:16). The main point is that being accustomed to the traditional teaching
methods, students are greatly dependent on their teacher with the concept that the
teacher has the most important role in their learning process and provides the bulk
of the knowledge and resources. Students are confused of interaction with teachers
and peers. They might have been passive in learning; they are on doing the task but
not on the actual learning process.
Despite the fact that some students who have learnt English language for
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