英语课堂深层互动

Effective teaching relies heavily on solid communication and meaningful interaction between teachers and students. These elements create an environment where students are more engaged and motivated, leading to better learning outcomes. One way to enhance this interaction is through Creative Problem-Solving (CPS), which incorporates creativity into the teaching process. CPS encourages students to think imaginatively, collaborate, and apply knowledge dynamically, fostering a more engaging and interactive classroom environment. This study aims to investigate how Creative Problem-Solving (CPS) facilitates teacher-student interaction patterns by applying the Initiation-Response-Feedback (IRF) theory in an EFL classroom at a state university in Indonesia. The study involved 46 pre-service teachers, six males and 40 females, all fifth-semester undergraduate students enrolled in the Curriculum and Material Development course. Data collection methods included deep interviews and classroom observations. The research revealed that pre-service teachers faced challenges with CPS projects, especially those involving telecollaboration. However, they valued the lecturer's guidance and feedback, which played a crucial role in helping them overcome these difficulties and complete the tasks. Thus, to maximize the benefits of CPS, lecturers must provide a clear understanding of CPS principles, as it is a relatively new approach for many pre-service teachers. Additionally, encouraging pre-service teachers to seek guidance and actively engage in collaborative activities can enhance their critical thinking and overall learning experience.

Teachers have significant role in facilitating students’ interaction in the classroom. They contribute in students’ interaction development. Therefore, teachers need to always take such strategy to do so. One the strategy which can be used by teachers is by applying Self-evaluation of Teacher Talk (SETT). This study is aimed at describing the implementation of SETT to facilitate teacher-students interaction in EFL speaking class in university level. Using a qualitative research design, data were collected through recorded classroom observations and semi-structured student interviews in a speaking class. The study focused on four key categories of teacher talk: Managerial, Material, Skill and System, and Classroom Context Talk. Research indicates that managerial talk efficiently organizes classroom activities and illustrates organizational communication standards, while material talk contextualizes learning goals, connecting theory to practical applications. Skill and system discussions provide clear language training and constructive feedback, enhancing communication competence and confidence. Classroom context talk promotes critical thinking and introspective engagement, connecting theoretical knowledge with actual professional contexts. The synthesis of data and discussion emphasizes the dynamic interaction of these categories in fostering students’ interaction and preparedness for professional communication issues. This study provides significant insights for teachers seeking to enhance instructional practices in higher education, highlighting the essential role of teacher discourse in equipping students for proficient communication in professional environments.

Speaking with care and thinking with depth are essential competencies in English as a Foreign Language (EFL) classrooms, yet many learners struggle to balance politeness with assertiveness when contributing to discussions. While modality has been studied as a grammatical feature, its function as a pragmatic tool for shaping critical thinking and sustaining engagement remains underexplored. This qualitative descriptive study investigated how modality is employed by fourth-semester EFL learners at Universitas Muhammadiyah Bulukumba to manage stance, encourage respectful dialogue, and support deeper reasoning in classroom interaction. Data were collected over six weeks through classroom observations and audio recordings of discussion sessions, stimulated recall interviews with seven students, and semi-structured interviews with two lecturers. Thematic analysis revealed that modality served both interpersonal and cognitive purposes: hedging expressions such as maybe and I think reduced the perceived risk of error, encouraged openness to multiple perspectives, and fostered group harmony, while stronger forms such as must and should enhanced clarity and argumentative strength. However, excessive hedging sometimes weakened reasoning and reduced precision. Lecturers emphasized that explicit, context-based instruction, supported by sentence starters and role-play activities, increased learners’ confidence and participation, even among hesitant speakers. These findings position modality as a vital communicative strategy for cultivating critical thinking and inclusive engagement, suggesting that EFL pedagogy should integrate targeted modality training to prepare learners for effective, courteous, and intellectually rich communication in academic and professional settings.

This study examines how Chinese EFL learners behave in peer interactions by negotiating meaning through communication strategies. This is a small-scale study with both quantitative and qualitative analysis. Sixteen Chinese EFL students and one native English teacher were observed in an intensive English program. The students were asked to interact with their peers in a decision-making task and an information-gap task. Video-recorded data were collected, transcribed and analyzed. The results showed that negotiation occur more frequently in information-gap tasks than decision-making tasks and students primarily employed confirmation checks. For communication strategies used to negotiate, direct strategies were employed most frequently, in which students mainly used code-switch and mime. Indirect strategies followed, with repetition occurring as the most frequently employed strategy. Interactional strategies, including co-construction and appeal for help, were less frequently used. The findings highlight the influence of cultural factors and students’ motivation on their behaviors.

As educational reforms continue to deepen, classroom interaction has become an indispensable component of language learning. This paper, grounded in social-cultural theory, the interaction hypothesis, and other educational theories, explores the theoretical framework and practical strategies for high-quality classroom interaction in English teaching. First, the paper reviews the roles of social-cultural theory and the interaction hypothesis in language acquisition, emphasizing the facilitative role of interaction in promoting students’ cognitive development. It then discusses the theoretical foundations and implementation pathways of interaction strategies such as layered questioning, peer interaction, and technology integration, illustrating how different teaching methods can enhance the quality of classroom interaction. Finally, the paper proposes an evaluation model for interaction quality and reflects on the challenges and developmental pathways of localized practices. The study demonstrates that high-quality classroom interaction not only improves language learning outcomes but also fosters the development of students’ cognitive depth and comprehensive abilities. The theoretical framework and empirical cases presented in this paper offer valuable references for English teachers and promote innovation and optimization in interactive teaching.

Abstract The quality of classroom interaction has received more and more attention as an important part of the teaching quality of English-specialized courses in colleges and universities. After completing the decision tree-based English classroom interaction analysis model based on the ID3 algorithm, this paper quantitatively analyzes the English classroom interaction rules and then designs the English classroom interaction enhancement strategies containing the three directions of teacher-teacher, teacher-student, and student-student on the basis of the derived rules and conducts a one-academic-year teaching experiment for English majors in a university in Guangzhou. It was found that the experimental class and the control class had the largest gap in two indicators: classroom discussion sessions (19.38% and 2.61%) and student manipulation techniques (9.07% and 0.41%). In the two classes at the beginning of the semester, the quality level scores of classroom interactions in both classes were below 30. In contrast, in the last two classes of the school year, the experimental class remained stable above 70 points until the end of classroom instruction. The control class remained below 30 points. After the beginning of the teaching experiment, the probability of students’ active speaking, group collaboration, or discussion in the experimental class increased rapidly. The probability of students’ active speaking stabilized at about 0.8 by the end of the 16th week. In contrast, the probability points of the control class were distributed more discretely in the course of the experiment, and the probability was basically below 0.4. In the experimental class, the English classroom interaction enhancement strategy proposed in this paper has yielded better results.

With the development of information technology, teaching reforms have been innovated, and the quality of university programs has become higher and higher. However, the emergence and widespread application of deep generative models have brought more challenges and opportunities to classroom teaching. With the continuous development of educational technology and the updating of teaching concepts, the depth generation model, as an emerging teaching mode, is gradually receiving attention from the educational community. In order to verify the effectiveness of the depth generation model, this study selected a certain number of college English classes as experimental subjects, and conducted in-depth data analysis and discussion by comparing the differences between the experimental group and the control group in terms of the frequency of interactions, the quality of interactions, the degree of student participation and learning effects. By comparing the classroom effects of using a deep generative modelling classroom with a traditional classroom, the study found that students’ overall grades in English classrooms using deep generative modelling improved by approximately 31 points, and that the average completion rate of assignments in deep generative modelling classrooms was 94.8%, which was much higher than that of traditional classrooms.

This study focuses on the university English flipped classroom teaching model supported by learning management systems, selecting the “Chaoxing Learning Tong” platform as the research object to explore its effectiveness in multimodal interaction. Through an in-depth analysis of the theory and practice of flipped classrooms, this paper reveals the functions and advantages of “Chaoxing Learning Tong” in facilitating students’ autonomous learning, teachers’ instructional management, and bidirectional interaction. Subsequently, based on case analyses, this paper provides a detailed examination of multimodal interaction examples of the learning management system in English teaching, assessing its actual effectiveness in improving learning efficiency and teaching quality. Finally, this study summarizes the advantages of interactive English teaching within this model and its significant implications for enhancing instruction, offering suggestions for the optimization of similar platforms in the future while providing theoretical and practical support for the effective implementation of flipped classrooms.

Teacher talk significantly influences classroom interactions since it holds dominance within a classroom. How teachers construct the classroom interaction will affect how well students receive and produce a language. Teacher talk can either offer positive or negative impacts depending on how it is applied. For this reason, it is critical to evaluate teachers as a reflection to improve the quality of learning. In this case, it is also necessary to delve into students’ responses and opinions during the classroom interaction. Therefore, this study aimed to examine modes and interactional features of a teacher talk based on the SETT framework and students’ responses and opinions to the teacher talk. The study employed a qualitative approach that combines qualitative descriptive research and discourse analysis. The findings showed three classroom modes and eight interactional features in the teacher talk. Another finding revealed that the most students responded to the teacher talk in specific and open-ended responses. Further finding showed that the students acknowledged the difficulties in comprehending the teacher talk and speaking in the English classroom. The factors contributing to these difficulties are linguistic and psychological factors. Thus, adjusting teachers’ language based on student language ability and establishing a convenient classroom environment should be considered

Teachers now have a new teaching model to refer to with the emergence of the flipped classroom. The teacher-student interaction is thought to be influenced by teaching mode as a key indicator of improving teaching efficiency. We develop a research model based on a literature review to explain the drawbacks of teacher-student interaction in flipped classrooms with oral English instruction. SmartPLS software was used to analyze the survey data of 84 students from three classes. Emotional resistance has a significant negative impact on the effect of teacher-student interaction in the flipped classroom, whereas learning autonomy and video content quality have a significant positive impact. Our research adds to the body of knowledge in the field of flipped classrooms and provides theoretical support for teachers in colleges and universities who want to use this teaching method.

This study investigates the classroom interaction between a teacher and students, focusing on the application of Paul Grice's Cooperative Principle theory. The objective is to identify instances of flouting maxim, including the maxim of quantity, quality, manner, and relation. Through a descriptive qualitative design, the research examines the data to gain insights into the occurrence and implications of flouting maxim in the classroom. The findings reveal eleven instances of flouting maxim across all four types. The study emphasizes the importance of English teachers' awareness of the Cooperative Principle as a guiding framework for English language instruction. By using authentic materials such as movies or advertisements, teachers can elucidate the hidden meanings behind utterances and enhance students' comprehension. This research contributes to improving classroom communication and fostering a deeper understanding of language use.

Aim: This study aimed to investigate and evaluate the questioning strategies used in the classroom by middle school instructors. "What is the impact of dialogue-based questioning methods on middle school students' learning outcomes?" was the research question for the study.   Methodology: A methodical search technique was used to find pertinent peer-reviewed papers written in English in order to meet the research objective. Key information regarding the different types of questioning techniques, impact on student engagement, improvement of critical thinking skills, student learning outcomes, teacher-student interaction, professional development, and teacher preparation was extracted from the studies that were chosen and synthesized.   Results and conclusions: Results indicated that dialogue-based questioning techniques, such as open-ended inquiries, incisive inquiries, and Socratic inquiries, are successful in encouraging fruitful discussion, student participation, and the development of critical thinking abilities.   Recommendations: Teachers should give priority to integrating different questioning strategies in order to promote discussion, stimulate active student participation, and improve critical thinking abilities.   Practical Implications: The use of dialogue-based questioning techniques to improve student engagement, critical thinking, and learning outcomes, supported by efficient professional development programs, is one practical use.

Questioning strategies provide students with necessary springboards for communication. To encourage the students engagement and thinking in English Language learning, teachers’ need use different types of questioning strategies. Therefore, this research aims to explore the teacher’s questioning Strategies use in the English classroom interactions. The current study was focused on identifying the types of questioning strategies used by the English teachers in the English classroom interaction and finding out the teacher and students’ perception on using questioning strategy in the classroom interaction. This research used descriptive qualitative research. The technique of collecting data used by the researcher was observation and interview towards the English teachers. The instrument of this research are taken field note, transcription, interview and observation note. The results of the study shows that teachers employed several questioning strategies in the classroom, including rephrasing, simplification, repetition, decomposition, and probing. These strategies were used for various purposes based on the functions associated with each strategy. This study further indicates that based on the data interview most of the students agree with the implementation of questioning strategy during teaching and learning process.  Moreover, students believe that the uses of this strategy improve their understanding of the materials and recall the previous English material especially in the beginning of the class. In addition, all of teachers give positive response to use of questioning strategies practice in English class. This is because the questions presented in the class by teachers to students are very important to examine the students understand the material provided.

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