This document summarizes a study that analyzed patterns of interaction between teachers and students in English as a foreign language classrooms in Iran. Sixteen teachers (8 female and 8 male) and their single-gender classrooms were observed and recorded. The interactions were categorized according to different frameworks and analyzed based on frequency. The results showed that both male and female teachers dominated classroom conversations similarly. Gender had little effect on teacher-student and student-teacher interactions. However, female students interacted more with each other than male students. The conclusion recommends encouraging more student-led activities to increase student participation and reduce teacher domination.

1. THE UNIVERSITY OF ARMED
FORCES ESPE
•CAREEER: APPLIED LINGUISTICS TO ENGLISH LANGUAGE
•TEACHER´S NAME: MSC. NÉSTOR BONILLA BONILLA
•MADE BY: JORGE CHUVA
BY JORGE CHUVA 1

2. ANALYZING PATTERNS OF
CLASSROOM
INTERACTION IN
EFL CLASSROOMS IN
IRAN
©©
2

3. INTRODUCTION
•ANALYZING INTERACTION PATTERNS HAS BEEN OF INTEREST SINCE THE
1940S
BY JORGE CHUVA 3

4. CLASSROOM CENTRED RESEARCH (CCR)
•FOCUSES ON CLASSROOM INTERACTION
•TO DISCOVER INSIGHTS AND TO DEVELOP UNDERSTANDING OF LANGUAGE
LEARNING AND TEACHING
•TO DIAGNOSE THE PHENOMENA THAT ENCOURAGE OR BLOCK LEARNING
BY JORGE CHUVA 4

5. PURPOSE OF THE PAPER
• TO PRESENT RESEARCH CARRIED OUT IN EFL SCHOOLS IN IRAN
• TO DIAGNOSE THE PATTERNS OF INTERACTION BETWEEN TEACHERS AND
STUDENTS IN THE CLASSROOM.
• TO ANALYZE THE AFFECT THAT GENDER HAS ON CLASSROOM
INTERACTIONS.
BY JORGE CHUVA 5

6. DISCOURSEANALYSIS
•ONE OF MANY APPROACHES USED TO ANALYZE AND DESCRIBE THE
BEHAVIOR OF PARTICIPANTS IN THE CLASSROOM
•ANALYSES THE COMMONLY SPOKEN LANGUAGE IN ITS LINGUISTIC FORM
AND STRUCTURE
•THE ANALYSIS IS MADE FROM AN OUT-SIDE PERSPECTIVE AND THEREFOR
AN OBJECTIVE VIEWPOINT
BY JORGE CHUVA 6

7. PARTICIPANTS
•16 TEACHERS- 8 FEMALES, 8 MALES
•SINGLE GENDERED CLASSES
•BOYS TAUGHT BY MALE TEACHERS AND GIRLS TAUGHT BY FEMALE
TEACHERS
BY JORGE CHUVA 7

8. METHODS OF THE STUDY
•NON-PARTICIPANT OBSERVER EACH CLASS
•EACH CLASS RECORDED ON MP3
•EACH RECORDING TRANSCRIBED
BY JORGE CHUVA 8

9. DATAANALYSIS
ALL DATA ANALYZED USING THE MODEL PROPOSED BY TSUI (1994)
ALL CLASSROOM CONVERSATION IS ANALYZED AND CATEGORIZED INTO 3
MAIN GROUPS
•TEACHER-STUDENT TALK
•STUDENT-TEACHER TALK
•STUDENT- STUDENT TALKS
BY JORGE CHUVA 9

10. PROBLEMS WITH DATA ANALYSIS MODEL
•DUE TO THE VARIED TYPE OF TEACHER STUDENT INTERACTIONS, IT WAS
NECESSARY TO INCLUDE A MORE DETAILED CATEGORIZING SYSTEM.
BY JORGE CHUVA 10

11. THE SOLUCION
INSERTED CATEGORIES FROM TSUIS 1985 MODEL
• ELICIT
• EVALUATE
• NOMINATE
• ACCEPT
• COMMENT
• CLUE
• INSERTED THE “REPAIR”CATAGORIES
BORROWED FROM THE CONVERSATION
ANALYSIS
• SELF-REPAIR (THE STUDENT CORRECTS
HIMSELF)
• REPAIR (THE TEACHER CORRECTS THE
ERROR)
• PEER REPAIR (THE OTHER STUDENT
CORRECT THE ERROR)
BY JORGE CHUVA 11

12. TO ANALYZE STUDENT TEACHER TALK AND
STUDENT TALK
• THE ORIGINAL 1994 MODEL PROPOSED BY TSUI WAS SUFFICIENT TO ANALYZE THE STUDENT LED
INTERACTIONS.
• IT WAS NOT NECESSARY TO INCLUDE THE SAME SUB CATEGORIES THAT WERE NEEDED TO ANALYZE THE
TEACHER LED CONVERSATIONS.
BY JORGE CHUVA 12

13. THE EFFECT OF GENDER
• INVESTIGATION OF THE EFFECT THAT GENDER HAS ON THE INTERACTIONS
• DIFFERENCES BETWEEN MALE AND FEMALE TEACHERS
• DIFFERENCES BETWEEN MALE AND FEMALE STUDENTS
• ANALYSIS OF FREQUENCY COUNTS AND PERCENTAGE INDICES WERE CALCULATED FOR EACH OF THE
THREE CATEGORY TYPES (TEACHER-STUDENT TALK, STUDENT-TEACHER TALK AND STUDENT-STUDENT
TALK)
BY JORGE CHUVA 13

14. RESULTS
TEACHER LED CONVERSATION
• BOTH MALE TEACHERS AND FEMALE TEACHERS DOMINATED THE CONVERSATIONS HELD WITH THEIR
STUDENTS IN THE CLASSROOM.
• IN GENERAL FEMALE TEACHERS GAVE MORE POSITIVE ORAL FEEDBACK, BUT THE DIFFERENCE WAS VERY
LITTLE.
• IN GENERAL THERE EXISTED VERY LITTLE DIFFERENCE BETWEEN MALE AND FEMALE TEACHERS IN THEIR
INTERACTION WITH THE STUDENTS
• INDICATING THAT GENDER DID NOT AFFECT THE INTERACTION THAT THE TEACHERS HAD WITH THEIR
STUDENTS
BY JORGE CHUVA 14

15. STUDENT-TEACHER TALK
•VERY SMALL DIFFERENCE IN THE WAY THE FEMALE STUDENTS AND MALE STUDENTS
INTERACTED WITH THEIR TEACHERS
•RESULTS INDICATED THAT THE STUDENTS WERE ALSO ACTIVE IN TALKING WITH THE
TEACHER
•STUDENTS RESPONDED TO QUESTIONS AND CORRECTED THEIR OWN ERRORS AND THE
ERRORS OF THEIR PEERS AND ALSO OPENLY RECEIVED THE CORRECTIONS FROM THE
TEACHER. BOTH MALE AND FEMALE STUDENTS ALSO ASKED QUESTIONS OF THE
TEACHERS.
BY JORGE CHUVA 15

16. STUDENT-STUDENT TALK
•FEMALE STUDENTS INTERACTED MORE IN CONVERSATION THAN MALE
STUDENTS.
•(PERHAPS BECAUSE FEMALE TEACHERS ENCOURAGED MORE INTERACTION
THAN MALE TEACHERS IN THE CLASSROOM)
BY JORGE CHUVA 16

17. CONCLUSION
• BOTH MALE AND FEMALE TEACHERS DOMINATED THE CONVERSATION IN THEIR CLASSES, BY ASKING
QUESTIONS, PRESENTING TOPICS, CORRECTING STUDENT ERRORS AND BY GIVING ORAL FEEDBACK.
• IN SINGLE GENDERED CLASSROOMS GENDER PLAYED A VERY SMALL ROLE IN THE DIFFERENCES OF
INTERACTION THAT STUDENTS HAD WITH THEIR TEACHERS AND VICE VERSA
• IT’S POSSIBLE THAT IN MIXED GENDERED CLASSES A GREATER DIFFERENCE MAY BE RECOGNIZED
• TO ENCOURAGE A GREATER STUDENT BASED PARTICIPATION IN CONVERSATION IT IS NECESSARY THAT THE
TEACHERS INCORPORATE EXERCISES THAT GIVE MORE POSSIBILITIES FOR THE STUDENTS TO EXPRESS AND
LESS NEED FOR TEACHER DOMINATED CONVERSATION, SUCH AS BRAINSTORMING, GROUP ACTIVITIES AND
PAIR WORK.
• SOURCE: HTTPS://WWW.GOOGLE.COM.EC/#Q=ANALYZING_PATTERNS+_OF_CLASSROOM_INTERACTION_IN_EFL_CLASSROOMS_IN_IRAN+20+1+PDF
BY JORGE CHUVA 17