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A Quantitative Analysis of Classroom Interactions in Two EFL Writing Courses at a University

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Abstract

Teacher-student interaction in classrooms can be considered as an important part in the field of classroom learning environments. The present study aims to examine what actually happens inside two EFL writing classrooms at a Korean university, adopting an analysis system for classroom interaction. The participants in this study were two groups of people: two teachers and each of their thirty-two students. The data comprise quantitatively focused classroom observations for each of eight sessions in the two classrooms, and these were audio recorded and transcribed. The findings revealed a clear distinction between the two classrooms, showing a sharp contrast between teacher talk, student talk, and silence or confusion. This study focused on in what ways the two classrooms are different in the same institutional context, and not on testing other people's prescriptions for what they think should happen there.

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