wen

1. Literature cited Research Problem/
Purpose of the Study
Research Approach/ Methods/
Design
Findings of the Study Area of Concern/
Construct or
Concept
Research
Gap
Kapanadze, D.U. (2018). The
Effect of using Discourse analysis
method on improving cognitive
and affective skills in language
and literature Teaching, 4 (5).
European Journal of Education
Skills. Retrieved December 16,
2022 from
https://www.oapub.org/edu.
Doi: 10.5281/zenodo1227438.
1
The aim of this study is to
identify the effect of using
discourse analysis method on the
skills of reading comprehension,
textual analysis, creating
discourse and use of language.
The method used for achieving
the purpose of the study is
through qualitative and
quantitative to determine the
effects of using discourse
analysis method on the
‘comprehension, analysis,
making discourse and language
use.
The findings for practices
of discourse analysis
method for educational
process were analyzed. In
terms of reading
comprehension skill, based
on the results of
achievement test in the
experimental group in
which the discourse
analysis method was
applied, we can conclude
that their achievements
have been increased on a
large scale. In terms of
textual analysis skill, based
on the results of
achievement test, it was
identified that the
achievement level of
experimental group in
textual analysis have been
changed positively and on
large scale. In terms of skill
of making discourse,
according to the results of
achievement test in the
experiment group in which
the discourse analysis
method was applied, the
Communication
Skills
The study
does not
put
emphasis
on
teacher-
center
strategy.

2. achievements of the
students have been
changed significantly. In
terms of language use skill,
according to the results of
achievement test in the
skill of use of language,
students in experimental
group improved largely.
Doqaruni, V. R. (2022). The
Effective of Experience on
Semantic Schemata in L2
Teacher talk, 63. Retrieved
December 16, 2022 from
https://files.eric.ed.gov/fulltext
/EJ1348272.pdf
2
The purpose of the present study
is to address the association
between teachers’ experience
and different types of semantic
schemata in their talk in L2
classroom contexts.
The method used for achieving
the purpose of the study is
through observation and audio
recording were made from one
lesson of each teacher.
The data revealed that
inexperienced teachers
significantly use more
semantic schemata in their
talk, in comparison to
experienced teachers,
which can be attributed to
their differences in several
areas such as classroom
practices, questioning
behavior with respect to
the concept of wait-time,
application of the
communicative approach
principles in classroom,
and ability in grading their
Teacher-student
talk
The points
discussed
in the
present
study are
based on
only
quantitativ
e data. It
is
therefore
suggested
that mixed
methods
studies
which
obtain
both
quantitativ

3. language to their students’
proficiency level.
e and
qualitative
data
should be
designed in
order to
have a
more
comprehen
sive view
about
teachers’
talk in the
L2
classroom
context.
Moreover,
this study
carries
messages
only for
teachers
and
teacher
education
specialists
as it does
not
consider
students’
achieveme
nts and
points of
view about
their

4. teachers’
talk.
Philip, G. (2018). How to
evaluate the effectiveness of
teacher talk. International
Online Journal of Education and
Teaching (IOJET), 5(3). 497-512.
Retrieved December 16, 2022
from
http://iojet.org/index.php/IOJE
T/article/view/473/249.
3
This paper discusses principles
and approaches for analysing
teacher talk in classroom
interaction in order to investigate
its effectiveness.
Teacher talk data may be in the
form of recordings of lessons,
observation schedules or field
notes. This can be done by a
combination of quantitative
and qualitative methods.
The paper concludes that a
focus on categories of
teacher talk can support
academic research, for the
supervision and evaluation
of teachers by managers,
as well as for self-
development purposes by
teachers themselves.
Teacher-Student
Talk
Lacking of
clearer and
richer
data.
Pal, N., Halder, S., & Guha, A.
(January, 2016). Study on
Communication Barriers in the
Classroom: A Teacher’s
Perspective. Online Journal of
communication and Media
Technologies, 6 (1). Retrieved
Nov. 13, 2022, from
https://www.ojcmt.net/downlo
This study is undertaken with the
objective to analyze the opinion
of secondary school teachers
regarding barriers in classroom
communication.
The data collection instrument
was self-made questionnaire to
study the opinion of secondary
school teachers regarding
barriers in classroom
communication.
The results showed that
the study of
communication barriers
from a teacher’s
perspective enabled us to
identify the different
opinion of teachers
regarding classroom
communication. There was
significant difference in
Communication
Skills
The exact
effect of
teaching
experience
on the
classroom
communica
tion has
not been
analyzed in

5. ad/study-on-communication-
barriers-in-the-classroom-a-
teachers-perspective.pdf.
4
opinion among the teachers
regarding various
dimensions of
communication, but one
thing clearly emerges from
the study: barriers exist –
more, or less. As it is the
opinion of teachers, quite
naturally the majority of
the teachers opined that
barriers were not due to
the source of
communication ( the
teacher ) but the problem
lies with the other
elements of the process –
the classroom
environment, the
curriculum and the
students.
this study
but it
certainly
deserves a
closer
look.
Further
research in
this area is
recommen
ded to
better
explain the
variance in
opinion
among
teachers.
Olney et al. (2017). Assessing
the Dialogic Properties of
Classroom Discourse: Proportion
Models for Imbalanced classes.
Retrieved Dec. 16, 2022 from
https://files.eric.ed.gov/fulltext
/ED596578.pdf?fbclid=IwAR0vrDs
7qEllNxwh8F6mxZBia36xWB7X4Q
-Ja1V8kjLto3gHol3JoiirGKg.
5
The purpose of the present study
it to present an approach in
addressing the imbalanced class
problem. Rather than perform
classifications at the utterance
level, we aggregate feature
vectors to classify proportions of
dialogic properties at the class-
session level and achieve a
moderate correlation with actual
moderate correlation with actual
proportions.
The method used for achieving
the purpose of the study is
through observation and audio
recording. Both teacher and
school identifiers were
preserved with the data. Given
the logistical constraints of
individual microphones for each
student, the recording
instrumentation instead
focused on high quality teacher
audio suitable for ASR that was
recorded using a wireless
microphone headset.
Based on these results, it
appears that session-level
proportion models like M5P
are more forgiving of the
imbalanced classes than
are utterance-level models
like SMOTEBoost. There are
two plausible explanations
for why this might be.
First, the session-level
models are predicting a
continuous number
between 0 and 1 rather
than making crisp binary
judgments as in the case
for the utterance-level
Communication
Skills
The study
suggest
that the
rate of
authentic
question
should be
in a normal
range. The
fact that
rates as
low as 10%
have been
observed

6. models. Secondly,
utterance level models do
not take advantage of the
probability of a previous
utterance’s authenticity in
determining the current
utterance’s authenticity,
whereas the session-level
models are accumulating
all of this weak evidence
before rending a proportion
authenticity prediction. It
shows that this approach
outperforms aggregating
utterance level
classifications is stable for
both low and high dialogic
classrooms, and is stable
across both automatic
speech recognition and
human transcripts.
serve as a
warning
and
challenge
to future
research.
Shah, M., Sharif, M., & Riaz, W.
(2018). Learner-Centered
Discourse in an English Language
and Literature classroom in
Pakistan. Pakistan Journal of
Distance an Online learning, 4
(2), 129-142. Retrieved
December 17, 2022 from
https://files.eric.ed.gov/fulltext
/EJ1266921.pdf?fbclid=IwAR1gw-
nqnUbAdKsan8KUi7ypNz16jmy84
yIzKsbnovaMnjR6VSbg8Xe397w
The paper investigated the
differences between teacher-
centered (TC) and leaner-
centered (LC) methods and the
views of the students about the
same in an academic context in
Pakistan.
The method applied is a
qualitative research method
was used. Data was collected
by audio-recording two
classroom discourses on LC and
TC modes respectively.
Two lectures, one on TC
and the other on LC, were
audio-taped and then
transcribed. The data was
then analysed through the
lenses of Critical Discourse
Analysis (CDA). The data
reveals some significant
differences between LC
and TC. TC method is
dominated by the teacher
and the students fully
remained passive agents.
Contrarily, the LC method
is highly interactive
Communication
Strategies
Since the
study is
limited
the
perception
s of
teachers
and
students at
college
and school
levels also
need to be

7. 6
marked by the Discourse
features, such as
Adjacency Pairs, Discourse
Markers, and Turn-taking.
The data – based on the
experiment– reveals that
the LC method is fruitfully
collaborative and the
students remain active
agents. Much participation
in the class means more
learning. In the LC method,
the students feel friendly
with the environment and
the teacher. Even students
with less confidence feel at
ease and try to participate.
investigate
d about
the
differences
between
teacher TC
and LC.
Tarp, G. (2017). Influences on
intercultural classroom
communication: Student voices.
Pedagogies: An Intercultural
journal. Retrieved Nov. 13,
2022, from
http://dx.doi.org/10.1080/1554
480x.2017.1289845.
7
This study attempts to
understand how students
experience intercultural
classroom communication and
what kind of competence they
need to cope in intercultural
classroom communication.
The method applied is
grounded theory focusing on
observation of classroom
communication, student
questionnaires and semi-
structured interviews.
The outcome of the study
is related to theories of
student behavior and
intercultural competence.
Influences on intercultural
classroom communication
are student agendas in
relation to learning and
communication. Other
influences are course
description and the
students’ language skills.
The study suggests tools to
improve intercultural
classroom communication.
In the intercultural
classroom, teachers can
act as mediators across
cultures and students can
Teacher-student
Relationship
This study
suggests
that
attention
should be
paid to
student
agendas
and the
backgroun
d of and
the
reasons
behind
their
agendas.
The
teacher
can

8. act as initiators of
intercultural
communication.
become a
mediator
of the
different
student
categories
across
cultures.
Gümüşok, F. & Balıkçı, G.
(2020). Promoting extended
student talk in an EFL classroom.
Eurasian Journal of Applied
Linguistics, 6(2), 205-228.
Retrieved December 17, 2022
from
https://dx.doi.org/10.32601/eja
l.775799.
8
The study aimed to analyze the
way one EFL teacher maintains
and promotes extended student
talk in an EFL Listening and
Speaking Course at tertiary level
via conversation analytic
perspective.
The study employs conversation
analysis as a research method
to examine an EFL teacher’s
actions to elicit sustained
student talk in a freshman class
in university setting.
The present study tried to
demonstrate one EFL
teacher’s interactional
actions employed to
promote and maintain
extended student talk in a
teacher-led Listening and
Speaking course at tertiary
level when the teacher
targets meaning and
fluency context.
Teacher-student
talk.
The study
shows that
explicit
positive
assessment
s do not
necessarily
need to
hinder
further
student
turns.
Rather,
positive
feedback
turns in
meaning
and
fluency
contexts
may
encourage
learners to
continue
and
elaborate
on their

9. contributio
ns.
Weizheng, Z. (2019). Teacher-
Student Interaction in EFL
classroom in China:
Communication Accommodation
Theory perspective, 12 (12).
Retrieved December 17, 2022
from
https://doi.org/10.5539/elt.v12
n12p99.
9
This paper explores the
interaction between teacher and
student in EFL classroom from
the perspective of
Communication Accommodation
Theory (CAT).
Data was collected from 540
minute video samples of three
English teachers’ classroom
teaching cut from the
Automatic Recording and
Broadcasting Classroom were
content analyzed, which
provides naturally-occurring
data from a highly common
interaction for teachers and
students.
Findings showed: According
to these 540 minutes’
videos, communication
accommodation strategies
including approximation,
interpretability, discourse
management, emotional
expression and
interpersonal control
occurred in the teacher-
student interaction in EFL
class, which can be
explained that in order to
create an equality and
harmony atmosphere and
encourage the students to
involve in the teaching
activities, English teachers
try to adjust themselves to
boost effective interaction.
Among these strategies
approximation, emotional
expression, interpersonal
control and interpretability
are the basic strategies
which were manipulated by
the three participants and
happened in each teaching
session. The strategy of
discourse management
such as explanation, face-
maintenance, turn-taking,
topic control, asking
referential questions,
Teacher-student
talk.
Further
research is
to examine
interaction
or
communica
tion
between
teacher
and
student in
EFL class
and how to
use various
strategies
to
facilitate
effective
interaction
in class.

10. conversational repair and
feedback occurred
frequently in EFL
interaction.
Communication
Accommodation Theory, it
shows how the teachers
applies the communication
accommodation strategies
to adjust their students
during the interaction in
EFL class. It provides the
teachers with strategies to
promote interaction in
classroom, and the
researchers with real cases
for their further
researches.
Morandi, N., (2020). The Impact
of Classroom Management in
Students’ Communication Skills
in English Language Classrooms.
Language Testing in Focus,
(Vol.2), pp. 22-33. Retrieved
Nov.15, 2022, from
https://eurokd.com/Resources/
Uploaded/Articles/b743cd4e2f7e
43d19f38e2391da6f87/20200727
231147LTF_Submission_00117.pd
f.
10
The main purpose of this study
was to investigate the impact of
classroom management on
students’ communication skills in
English language teaching.
Interventionist style, Interactive
style and Non Interventionist style
are considered based on Wolfgang
and Gleickman theory as three
types of classroom management
styles.
Quantitative methods (data
collection) for the questionnaire
for teachers and both
quantitative and qualitative
methods for my observations.
The study population was all
female secondary high school
students in Iran, Bojnourd city in
the academic year 2019-2020.
20 English teachers and also the
questionnaire protocol for 100
students.
The findings have important
implications for the field of
foreign language teaching.
It is clear that English
language classroom
management is different
from general classroom
management, as it requires
intensive interaction and
communication between
the students and also
between the teacher and
the students. This very issue
seems to affect the
classroom management of
the teachers greatly. It
Communication
Skills.
The study
does not
put much
emphasis
on
teacher-
center
strategies.
And the
study
needs to
be verified
with
different
groups of
the
students
and

11. seems that many of the
theoretical ideas,
techniques, and approaches
to classroom management
that are considered
effective often lack
practicality and
communication skills in
English language
classrooms. English
teachers should be given
greater practical freedom,
or be supported by self-
assessing reflective
activities.
different
scopes.
Also,
further
research
can be
conducted
using
techniques
such as
observatio
n,
interview,
and other
ways of
data
collection
to verify
the
findings.
Güleç, S., & Leylek, B. S. (2018).
Communication Skills of
Classroom Teachers According to
Various Variables. Universal
Journal of Education Research,
6(5), pp. 857-862. Retrieved
Nov.14, 2022, from
http://www.hrup.org.
DOI:
10.13189/ujer.2018.060507.
In this study, it was investigated
into if communication skills of
classroom teachers working in
the first stage of elementary
education significantly differed
according to such variables as
gender, service length, school of
graduation.
The study is in the screening
model. The screening model is
an approach aiming to describe
a past or present situation as it
was/is. In the study, the
“Teacher Communication Skills
Scale” developed by Çetinkanat
[12] was used.
The findings of the study
found that the classroom
teachers' communication
skills did not change
significantly according to
gender. The research
findings indicated that the
classroom teachers'
communication skills did
not differ significantly
according to their service
lengths. It was concluded
that the communication
skills of the teachers
having graduated from
Teacher Training School
Communication
skills.
Since this
study is
limited to
the
measurem
ent of
communica
tion skills
of only
classroom
teachers,
studies can
be made
more
comprehen
sively or in

12. 11 were higher than those of
the teachers having
graduated from other
schools.
different
branches.
Naz et al. (2017). Teacher’s
Questioning Effects on Students
Communication in Classroom
Performance. Journal of
Education and Practice, 4(7).
Retrieved Nov. 14, 2022, from
http://core.ac.uk/download/pdf
/234634255.pdf.
12
The purpose of this study is to
investigate how students
perceive teachers’ questions in
the classroom and relate them to
their academic participation.
The study also inquires
question-types that are more or
less favorably received and
their consequences. The study
is conducted in three schools
(Grade V to VIII), and a sample
of 50 students was purposively
selected and interviewed
through semi-structured
interviews. A qualitative
method is used to analyze the
data; where the primary data is
supported by secondary
information and previous
scholarly arguments.
It is evident from the result
that the teacher must
focus on the actual types
of question asked and the
amount of wait time given
for students to respond.
Teachers must provide an
instructional environment
for learning, and they must
decide which types of
questions to ask so that
good communication of
different creative ideas
will occur. They follow the
asking of different
questions with listening to
students’ responses.
Teachers must listen to
each student’s response in
order to determine if
further explanation is
needed from the students.
Upon listening to students’
ideas, the teacher then
must respond to each
student’s ideas in a manner
that further encourages
communication of their
thoughts or edifies the
communication of thoughts
already given. Students
must feel that the
Communication
Strategies
A follow-
up
question is
needed to
elicit
further
explanatio
n and
communica
tion of
ideas from
the
student. A
balance
between
high-order
and low-
order
questions
with the
possibility
of followup
questions
will create
a positive
environme
nt for the
communica
tion of
creative
and
inventive

13. classroom is a safe place
where all responses are
valued, whether it is in a
whole group setting or
small group setting.
ideas in
the
classroom.
Ghonsooly, B., Hosseini Fatemi,
A., & Khajavy, G. H. (2013).
Examining the relationships
between willingness to
communicate in English,
communication confidence, and
classroom environment.
International Journal of
Research Studies in Educational
Technology. Retrieved Nov. 15,
2022, from
https://www.researchgate.net/
publication/259326942.
DOI: 10.5861/ijrset.2013.392.
13
The purpose of the present study
is to examine the Iranian EFL
learners' level of willingness to
communicate in English, and the
relationships between willingness
to communicate, communication
confidence, and classroom
environment.
A total of 243 undergraduate
EFL university students from
Ferdowsi University and Imam
Reza College participated in
this study, including 148
females (60.9%), 84 males
(34.6%), and 11 (4.5%)
participants who did write their
gender in the questionnaire. All
of them were studying English
language as an academic
major. The range of the age of
the participants was between
18 and 42, and the mean age
was 21.87 (SD=2.97).
Findings revealed that the
Iranian EFL learners' level
of WTC was 43.52 out of
70. Based on the norms
represented in section 4.2,
Iranian EFL learners are
moderately willing to
communicate in English
classrooms. First, Iranian
English major university
students do not need a
good command of English
speaking proficiency to
pass their exams.Academic
achievement is not much
dependent on good
speaking proficiency, and
many students may be
silent during the class
time, because they can
pass the exams with good
scores regardless of good
English speaking ability.
Second, as most of the
classes in Iranian context
are teacher-based and
social communicative
Teacher-Student
Talk
Further
generalizat
ions should
be done
with care
can in
exploring
WTC with
regard to
other
three
modes of
communica
tion.

14. needs are not much
emphasized, they may find
no opportunity to speak in
their classes. They
experienced the most
communication anxiety
when they have to speak
English without preparation
in class and they felt the
least anxiety when
speaking English in the
classroom. It implies that
when teachers support the
students, tasks are
interesting and
challenging, and the
students help each other in
the classroom, students are
more willing to
communicate in English
inside the classroom.
Bratož, S., & Žefran, M. (2018).
Systematicity in Foreign
Language Classroom
Communication. Retrieved Nov.
14, 2022, from
https://www.researchgate.net/
publication.1329944896_Systema
ticity_in_Foreign_Language_Clas
sroom_Communication.
The study discusses the intrinsic
potential offered by classroom
interaction for language
development.
The study used combines
quantitative and qualitative
research methods, is based on
a survey of Slovene teachers
teaching English in primary
school
The results of the study
reveal two significant
aspects of the way
classroom communication
in English is implemented
in practice. First, the fact
that half of the teachers
surveyed use English 75% of
the classroom time
suggests that classroom
interaction is widely
Teacher-student
talk
The study
would like
to argue
that they
can
contribute
to the
effectiven
ess of the
teaching
process by

15. DOI:
10.15804/tner.2018.53.3.06.
14
perceived as a tool for
enhancing FL teaching and
learning. It has become
widely accepted that the
classroom setting offers
abundant opportunities for
developing genuine use of
language aimed at
enhancing foreign language
learning and acquisition.
They have argued that
there is a vast intrinsic
potential in it for
meaningful language
development.The paper
showed that although
teachers are cognisant of
the potential offered by
classroom discourse in
increasing the
effectiveness of foreign
language teaching, they
often lack efficient
strategies to encourage
learners to use English in
their communication with
the teachers and their
peers.
approachin
g
classroom
communica
tion with
a systemati
c and
consistent
format.
Khan et al. (2017).
Communication Skills of a
Teacher and Its Role in the
Development of the Students’
Academic Success. Journal of
Education and Practice, 8(1).
Retrieved Nov. 15, 2022, from
The study sought to assess the
perception of students regarding
the role of teacher
communication skills in their
academic’s success.
Comprehensive questionnaire
carrying information including
social economic and
demographic aspects of the
study was designed by the
Findings revealed that
teacher who has good
communication skills or
who adopt good
communication skills while
dealing inside and out of
the institution. The present
Communication
Skills.
Further
evaluation
and
observatio
n about
the
communica

16. https://files.eric.ed.gov/fulltext
/EJ1131770.pdf.
15
researcher to achieve the set
objectives.
research study is also
concluded that good
communication skills
strengthen the relationship
among the students and
teachers by improving the
level of understanding
among teacher and
students. It supported the
present study by stating
that good communication
skills not only important
for teacher but it is also
important for students for
their academic success.
Therefore, it is necessary
for a teacher to adopt good
communication skills while
teaching to the students.
tion skills
in the
academic
performan
ce of the
students.
Rido, A., & Sari, F.M. (2018).
Characteristic of classroom
interaction of English language
teachers in Indonesia and
Malaysia. International Journal
of language Education, 2(1), pp.
40-50. Retrieved December 17,
2022 from DOI:
This study investigated
characteristics of classroom
interaction of English language
teachers in Indonesia and
Malaysia, focusing on language
accuracy and classroom
discourse.
The study was conducted at six
secondary schools in Indonesia
and were three Indonesian
teachers (T1, T2, T3) and three
Malaysian teachers (T4, T5,
T6). The data for this study
were collected through
observation and video-
recording. The observation was
carried out by identifying all
potentially relevant
After analyzing the data,
the data results show
multitude views of
characteristics of
classroom interaction
between Indonesian and
Malaysian teachers. The
characteristics are divided
into two-teacher's language
accuracy and classroom
discourse. The findings
Teacher-Student
Relationship
Further,
the
students’
active
involvemen
t during
teaching-
learning
process
should
examine

17. http://dx.doi.org/10.26858/ijol
e.v2i1.5246
16
occurrences interactions’
characteristics of the teachers.
related to teachers'
language accuracy have
several sub-characteristics.
hose sub-characteristics
are
pronunciation, vocabulary,
instructions, questions,
explanations, eliciting
information, use of L1, and
correction of language
error. Indonesia, the
teachers frequently used
bahasa Indonesia in
delivering the material
while the Malaysian
teachers used English as
the medium of instruction
during the lessons. The
second finding from the
research is the classroom
discourse. It is discovered
that Indonesian teachers
employed four types of
interaction characteristics
d four types of interaction
characteristics – dialogue,
use of L1/L2 for both
teachers and students,
accepting incomplete
answers from students, and
accepting one word
answers ,while Malaysian
teachers used seven types
of interaction
characteristics which
include monologue,
and
observe
through
the
interaction
to the
teacher.

18. dialogue, restructure
discourse,
fill gaps for students lack
of language, use of L1/L2
(for both teacher and
students), accepting
incomplete answers from
students, and accepting
one word answers. These
categories improved the
quality of teacher student
and student-student
interaction.
Oza, P. (2021). Teacher as a
Communicator: Blending Formal
and Informal Communication
through Humour in a Higher
Education Classroom. Retrieved
Nov. 15, 2022, from
DOI:10.13140/RG.2.2.17081.292
88
17
The purpose of the study is to
provide an understanding
regarding the use of certain
verbal behaviors manifested by
college teachers. This paper wills
focus on the why and how
teaching with humor helps in a
college classroom and suggest
some good strategies for
incorporating humor into
teaching.
The method used for achieving
the purpose of the study is
through qualitative research
with a focus on a specific
dimension of classroom
teaching and education, the
descriptive research method of
research will be used. This
study is classified as qualitative
as the objective is primarily to
describe a cross-sectional
aspect concerning teaching-
learning.
Findings also revealed that
Humor has the power to
fuel that engagement.
Create an environment
with the foremost
important fertilizer of
mind. It helps the students
enjoy their academic
journey and stay focused
on the lecture, and
sometimes it even helps
them remember ideas and
motivates them. And make
your sessions have a
blueprint on their young
minds FOREVER.
Communication
Strategies
The study
does not
reveal the
disadvanta
ge of
humor in
another
subject.
Juliany, R.R., & Mardijono, J.J.
(2017). STUDENTS’
COMMUNICATION STRATEGIES
AND TEACHER’S RESPONSES IN A
TWELFTH GRADE ENGLISH
CLASSROOM IN PALANGKARAYA.
This study is about
communication strategies used by
the students of twelfth grade and
teacher’s responses when they
were having an integrated English
class
The writer used Mariani’s
(2010) theory. The subjects of
the study were 19 students and
1 teacher. The source of data
was the students’ and teacher’s
utterances during the two
meetings. The data were the
The findings of this study
revealed that students
used four types of
Communication Strategies:
Meaning-expression,
Meaning-negotiation,
Conversation-management
Communication
strategies.
Lacking of
clearer and
richer data
which
focuses on
conversati
on or

19. Retrieved Nov. 15, 2022, from
DOI:10.9744/katakita.5.1.122-
128
18
students’ and teacher’s
utterances, (verbal and non-
verbal (gestures, eye contact,
facial expressions)) which
contain communication
strategies related to the topic
learning.
and Para- and extra
linguistic. The students
used these strategies
mostly because they were
unsure how to answer the
teacher’s question and did
not know the meaning of
the word. The writer hopes
that there would be a
further study which
focused about conversation
or speaking class.
speaking
class.
Mareza, P., Gani, S.A., & Samad,
I.A. (2021). THE INVESTIGATION
OF CLASSROOM COMMUNICATION
STRATEGIES USED BY ENGLISH
DEPARTMENT LECTURERS.
Retrieved Nov. 15, 2022, from
https://doi.org/10.24815/eej.v1
2i4.19878.
19
This study is aimed at finding out
the types of classroom
communication strategies
employed by English department
lecturers during their teaching.
In this study, three lecturers
participated (HQ, RR, and SW in
pseudonyms). They were
lecturers for academic English,
critical speaking, and advanced
reading classes. The
instruments of this study were
videotapes, observation guides,
field notes, and interview
guides. After the data
collection process, the data
were analyzed using coding
analysis and interactive analysis
The results showed that
the most employed direct
strategies were
circumlocution and
codeswitching. HQ used
circumlocution 54 times
and code-switching 51
times; RR used
circumlocution 21 times
and code-switching 32
times. The major use of
indirect strategies was
comprehension check,
which was used 47 times by
RR, 28 times by HQ, and 9
times by SW. Last, for the
interactional strategy,
filler was the most used
strategy. RR used it 19
times, HQ used it 46 times,
and SW used it 26 times.
Communication
strategies.
There are
two
domains
for
suggestion
to be
addressed:
for
lecturers,
considering
that the
learning
process is
the most
crucial
process for
the
students.
Next, for
other
future
researcher
s, it is
expected

20. that they
would
continue
investigati
on into the
more
profound
analysis.
Al-Zahrani, M. Y., & Al- Bargi, A.
(2017). The Impact of Teacher
Questioning on Creating
Interaction in EFL: A Discourse
Analysis, 10 (6). Retrieved
December 17, 2022 from
http://doi.org/10.5539/elt.v10n
6p135.
20
This study examines the effect of
questions on fostering interaction
in English as a Foreign Language
(EFL)classrooms. It also seeks to
determine the characteristics of
questions that promote increased
classroom interaction.
Data were collected through
video recordings of EFL
classrooms which were
analyzed using Discourse
Analysis techniques. An
observational scale provided a
measure of the quality of
discourse facilitated during
instruction in relation to
features that promote
classroom interaction The
observational scale was
developed using The Electronic
Quality of Inquiry Protocol
(EQUIP), ), which is a highly
reliable instrument designed to
measure the quantity and
quality of inquiry-based
instruction.
The results of the data
analysis undertaken in this
study. After viewing and
transcribing the videos,
Moskowitz’s Foreign
Language Interaction
Analysis (FLINT) system was
used as an instrument to
analyze classroom
discourse. This analysis
uses a standardized
checklist. The FLINT
checklist was used to
transform the video data
into a descriptive code.
Each verbal behavior was
given a numerical value
representing the categories
outlined in Moskowitz’s
instrument. The research
concludes that verbal
questions asked, generate
different interaction levels
according to the questions’
features: cognitive level,
complexity, type and
communication pattern.
English language
Communication
Strategies
Since the
study is
limited the
factors of
language
proficiency
and first
language
use need
to be
explored
further to
ascertain
their full
connection
to the
level of
interaction
occurrence
in English
classes.

21. proficiency level also
appears to have a direct
connection to the types of
responses generated in
reply to questions. The
higher the proficiency level
of the participants, the
higher the level of
interaction that occurs.
With lower interaction
level, students seem
unable to employ the
needed structure and
vocabulary.