Enhancing Quality English Language Teaching
through Teacher-Student Classroom Interaction
Oladunni Olufunso Deji-Afuye & Cyril Abioye Olowoyeye
Department of General Studies
School of Education
College of Education
Ikere-Ekiti
[email protected] & [email protected]
ABSTRACT
This study examined the effectiveness of teacher-students interaction in improving quality English language teaching in secondary schools. The sample consisted of thirty (30) teachers of English selected in fifteen (15) secondary schools in Ado and Ikere Local Government Areas. The teachers were personally observed in their classes (a teacher to averagely thirty (30) students). The instruments used for classroom observation were Classroom Interaction Sheet (CIS) and an on-the-spot assessment as evinced by classroom evaluation. The parameter used for collecting the data consisted of seven observable categories. Three research hypotheses were tested at 0.05 level of significance during the study. The findings indicated that there was significant relationship between teacher-students classroom interaction and quality English language teaching; students’ performance in English and the development of students’ listening and speaking skills. The study, therefore, recommended that more emphasis should be laid on teaching English language through much classroom interaction putting into consideration teacher’s use of language to orient, motivate, organize and encourage students’ involvement in what is being taught. Teachers should be educated on how to use appropriate skills of prompting, probing, reinforcing and sustaining during teaching.