Investigating the Interactions between Teacher and Students in an EFL Classroom

  • Ely Heldydiana Selamat Universitas Katolik Indonesia Santu Paulus Ruteng
  • Suseni Monira Melji Universitas Katolik Indonesia Santu paulus Ruteng
Keywords: teacher's talk, the students' talk, and the EFL classroom


The purpose of this study was to examine the patterns of teacher-student interaction in an EFL classroom. The researchers conducted this investigation using a quantitative manner. This research enrolled one experienced English teacher and 49 students. Classroom observation, video recording, and interview were employed to obtain data. Additionally, Flanders Interaction Analysis was utilized to identify and evaluate interactions between the teacher and students in the classroom. This study found two distinct types of Flanders interaction in teacher-student interactions, namely Teacher Talk and Student Talk. For the teacher, the categories of talk demonstrated that accepting feelings, praising or encouraging students, accepting or using students' ideas, asking questions, lecturing, giving directions, criticizing or justifying authority all assisted the teacher in eliciting positive responses from the students; and for the students, the categories of talk demonstrated that initiation and silence or confusion demonstrated that the students were not truly engaged in responding to their teacher. This resulted in the researcher concluding that teachers were more dominant in EFL classroom activities, as evidenced by the fact that the percentage of teacher talk was 68.94 percent higher than the percentage of student talk, which was 22.55 percent, and silence or confusion, which was 8.51 percent. The researchers proposed that teachers provide opportunities for students to be more involved in the classroom by asking some critical questions.


Allwright, R. (1984). The importance of interaction in classroom language learning. Applied Linguistics, 5, 156-171.

Amin, A. R. (2015). Patterns of Teacher–Students Interaction A Case Study of Classroom Interaction in Eleventh Grade of Senior High School in Cimahi. Journal of English and Education, 3(1), 14-29.

Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). New York: Longman.
Crago, M. B., Eriks-Brophy, A., Pesco, D., & McAlpine, L. (1997). Culturally based miscommunication in classroom interaction. Language, Speech, and Hearing Services in Schools, 28(3), 245-254.

Fitri, S. & Syafri, H. (2017). Utilizing FIACS for Excalating Classroom Interaction as Teaching Inovation. English Language Teaching and Research, 1(1).

Flanders, N. (1970). Analysis Teaching Behaviour Reading. MA: Adison-Wesley.

Malamah-Thomas, A. (1987). Classroom interaction. Oxford: Oxford University Press.

Mardiyana, Fitri. (2018). Verbal Interaction in English Classroom Using Flanders Interaction Analysis Categories System (Fiacs). Thesis. Medan: English and Literature Department Faculty Of Languages And Arts Medan State University.

Meng, X., & Wang, X. (2011). Action study of teacher’s language on EFL classroom interaction. Theory and Practice in Language Studies, 1(1), 98-104.

Nugroho, K. Y. (2009). Interaction in English as a Foreign Language Classroom:A Case of Two State Senior High Schools in Semarang in the Academic Year 2009/2010 (2), 76-85.

See, K. H., & Lim, S. B. (2006). Effectiveness of Interaction Analysis Feedback on the Verbal Behaviour of Primary School Mathematics Teachers. Malaysian Journal of Educators and Education, 21, 115-128.

Wagner, E. D. (1994). In Support of A Functional Definition of Interaction. American Journal of Distance Education, 8(2), 6-29.

Zhang, P. (2012). Interactive Patterns and Teacher Talk Features in an EFL Reading Class in a Chinese University--A Case Study with Communicative Teaching. Theory & Practice in Language Studies, 2(5).