English Language Teaching; Vol. 11, No.

12; 2018
ISSN 1916-4742 E-ISSN 1916-4750
Published by Canadian Center of Science and Education

Investigating Classroom Interaction: Teacher and Learner

Participation
Babikir Eltigani Siddig1 & Yahya Ashour AlKhoudary1
1
English Department , Al Buraimi University College, Sultanate of Oman
Correspondence: Babikir Eltigani Siddig, English Department, Al Buraimi University College, Sultanate of
Oman.

Received: October 8, 2018 Accepted: November 13, 2018 Online Published: November 16, 2018
doi: 10.5539/elt.v11n12p86 URL: https://doi.org/10.5539/elt.v11n12p86

Abstract
This study on teacher and learner interaction was carried out with the sole purpose of understanding the
collaborative behavior and the impact of different individuals on classroom environment. The study further
analyzed the suitable methods of improving and maintaining a good learning environment. The administration of
the questionnaire is the best method apart from observation and interviews among other approaches to
effectively analyze learning in the classroom.The research further observed the impact of communication,
behavior, and attitude in the learning environment (Fraser, 2012). This study also observed how the teacher can
influence the student’s career directly or indirectly based on the mode of conducting their teaching practices in a
classroom environment. Also, the model of classroom interaction formulated is comprehensive of interrelated
factors such as effects of a foreign language on learning, outer contexts surrounding classroom, learning
materials, and learning objectives.
Keywords: interactive learning, behavior, attitude, communication, classroom environment
1. Introduction
Classroom health environment palys a vital role to assess the collected data that contribute in improving
students’ learning output (Fraser, 2012). Comprehensive studies have been carried out by a number of scholars
have given a substantial contribution to leaning English as well as promoting classroom interaction. Besides,
various publications on student response, the language of the educator/teacher are widely covered by various
articles. However, classroom interaction between teacher and student lack fixing to have interactive healthy
learning environment. This study illustrates the significance and the scope of the classroom environment as a
vital issue to the concerend learners.
This study compares the old skills and the new learning features in the classroom in order to improve knowledge
transfer and better student-teacher relationship (Cao, 2011). It attempts to develop a new hypothesis on the
meaningful behaviors experienced and related behavior disparities between student and teacher in the classroom.
Taking account of various personalities with different social, economic and religious experience are factors that
are encountered in the classroom. Therefore, it requires well-trained teachers to involve all students in order to
achieve competent participation in the classroom.
1.1 Objectives of the Study
• To find out the role of the teacher in molding student career.
• To estimate the attitude of the learner and the teacher towards learning environment.
• To find out the impact of behavior on teacher-learner relationship.
1.2 Importance of the Problem
Student-teacher interaction is essential since it plays a vital role in developing a positive trajectory of student
academic progress and also a social improvement. The developed relationship makes the classroom a safe place
and comfortable. Therefore, this study helps in curbing the existing limiting factors in the learning environment.
Furthermore, the classroom environment is essential since it provides the student with the gut to share their

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emotional, social intelligence and self-esteem. As a result, such healthy class environment encourages students to
work independently and engage in learning process.
1.3 Literature Review
This study was carried out over a long period of time with the use of evidence on the strong relationship between
teacher and student which are the essential component in academic development. Fraser (2012) argued that
nature and the quality of the teacher has a great significant impact on learning. This literature observes the steps
carried out by the scholars to standard classroom environment to achieve effective learning.
The best teachers are not only well-oiled machines but further, they are passionate beings, emotional, creative
and ready to face challenges. The study, therefore, focused on the importance of having a supportive teacher who
can develop good relations with a student and help them better their learning skills (Buzzelli, & Johnston, 2014).
The behavior has a greater replica of attitude and compassion to better or worsen the situation. When students
perceive that their teacher is trustworthy and supportive in creating connections, they trust the teacher attitude
towards presenting teaching materials easily (Cao, 2011). A good classroom environment can be designed to be
excellent by having good social-emotional climate a teacher engage student hence making them see themselves
as confident, worthy and capable in a classroom environment.
2. Method
In this study, a questionnaire on teacher-student interaction attitude scales was used. Although, the study also
observed the participants based on the decision to breach the gap between the learners and teachers in college
learning. The instruments were presented in a simple form that can be responded by both students and the
teacher easily. The instruments for learning mentioned above contribute to the understanding of the
socio-psychological environment of the classroom. Previous studies employed multiple methods of obtaining
data opposed to this study it uses view instruments making it most economical and least time is required for
research to elapse (Park et al., 2011). The table below shows the anticipated outlook of the result from student
ranging from 20-40 in a classroom.

Table 1. Scale description with examples of anticipated outcome of interaction questionnaire

Scale Description Item
Student The extent to which students are supportive and I befriend with other students and I
Cohesiveness friendly to each other. appreciate their feedback.
Teachers The extent to which the teacher befriend and help The teacher contributes to my personal
Support student nature their talents. interests.
The extent to which students interest in other
Involvement I share my ideas at class
students affairs and participate in class work.
We intensify on testing new idea including
The extentwhich student and teachers push
Investigation seeking idea from our teachers at the
research and assess the viability of the new idea.
classroom.
It is important to get a certain amount of
The extent to which is essential to complete
Task Orientation work done and not drifting out of subject
planned activities and stick on the subject matter.
matter.
I cooperate with other student and I get
Extend to which student cooperate at the
Cooperation assistance regarding assignment when
classroom.
stack.
Extend to which teacher share information
The teacher attends to my question equally
Equity equally, questions and opportunities to in
providing time to discuss on it further.
cooperating discussion.

The data was collected from all the different classes in the college, the teaching staff and even non-teaching
personnel were interviewed. The selected individuals were picked randomly, therefore, blending on the data to be
obtained.
The students were asked to provide their views based on five-points such as Almost never, Rarely, Sometimes,

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often and Almost Always. The response may vary from student to another based on how everyone perceives
classroom occurrence. The total score for particular scale depends on the number of responses, unmarked
question or answered wrongly will be considered to 3 marks. The more the scale suggests that the classroom
practice occurs in that regard.
Interaction is the mutual process where there is no dominant party leading another, instead, both are taking part
in contributing to the issue being handled. This study shows that; it is not proven scientifically that voluntary
investigation can yield the best result in a particular field of study (Fraser, 2012). Although, there has been a shift
in study focus from the kind of language used to the kind of interaction between native speakers of the language
and to the second language acquirers. To get students achieve higher degree of communicative competence, there
is a need to adapt interactive method in classrooms. The person-to-person encounter is believed to be inherited
from the notation of classroom pedagogy. There are five aspects of interaction that are applicable inside and
outside of the classroom environment: tone, code, management of turn topic and task.
College-level of education is prerequisite for students to interact in an effective learning to reach satisfaction at
colleges and universities. Interactive class opposed to the lecture that involves all people in classroom activities.
The questionnaire is an explicit tool to study in such an effective environment to validate on the prevailing
condition. The comments obtained from the study rewards for the successful understanding of the classroom
environment. The findings of this research may suggest an inter-personal relationship of the teacher, implying
that this study obtains data to analyze scales required in the learning environment (Fraser, 2012).
The study has presented the modified skills that are essential for assessing teacher-student interaction at
college-level (Fr Sakiz et al., 2012). Feedback received from students and comment made by their teachers
cumulatively result to the anticipated outcome. Table 1 shows the scales that are meant to analyze the behavior
and attitude of students. The reliability and validity of data must be achieved to avoid jeopardizing good
relations of teacher-student that existed before the study was done. The questionnaire is, therefore,
comprehensive of behavior and the psychological related questions that enable the researcher to find out unjust
respondent from the various student involved.
To accomplish the purpose of this research, subsequent questions were raised:
1) What is the frequency occurrence of the different types of learning in the college?
2) What is the effect of teacher-learner interaction on learning process?
3) How effective the study in engaging teacher-learner cognitively?

3. Results
The findings of this study are subject to three dimensions: validation of questionnaire and attitude to scale,
understanding student behavior and motivation base on the course they pursue an association of student’s
response and teacher-student interaction.

Table 2. Internal consistency (alpha reliability) for questionnaire scales for students and teachers in three
countries
Scale Students/ Alpha Reliability
Teacher The USA Australia Netherlands
DC leadership Student 0.83 0.80 0.83
Teacher 0.81 0.75
CD Helping/friendly Student 0.90 0.88 0.82
Teacher 0.78 0.74
CS Understanding Student 0.90 0.88 0.78
Teacher 0.83 0.76
SC student responsibility/freedom Student 0.74 0.76 0.66
Teacher 0.72 0.82
SO Uncertain Student 0.79 0.79 0.77

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Teacher 0.83 0.79

OS Dissatisfied Student 0.86 0.83 0.75
Teacher 0.83 0.75
OD Admonishing Student 0.81 0.84 0.71
Teacher 0.71 0.81
DO Strict Student 0.78 0.80 0.63
Teacher 0.61 0.84
Sample size Student 1105 1606 649
Teacher 66 66

Data collected were obtained from the scale inter-correlation from Table 2. Stated earlier in the text, there existed
eight behavior scales used to study in classroom environment. Some of the models exhibits overlapping results,
for example, helpful/friendly and understanding. Opposed to helpful/friendly and dissatisfied which must have a
highest negative correlation. This study has great ability to differentiate between different teachers, since
different instructor exhibit different personal behavior apparently, the questionnaire was sensitive to enable
distinguish specific responses provided by the different classes.
4. Discussion
This study focused on perceived classroom environment and interaction between teacher and student (Fraser,
2012). Career development is essential during study time of the student and therefore, there was the agency to
have a detailed understanding of strengths and weakness in the classroom. The study investigated behavior,
intuition, attitude and teacher’s role in molding students. The methodologies applied during the entire study
employed revised scientific research. It was observed that this research is economical, effective and efficient
compared to observation and interviews which required a lot of time and resources.
Analysis of data obtained using questionnaire from student and the teaching staff in college resulted in accepting
eight-scale factors. The scales satisfied the study assumption models that there existed more correlations to those
close than the difference to those scales exhibited. The research also observed relatively high internal
consistency and expressed ability of the questionnaire to differentiate responses of students from various classes
(Fraser, 2012).
In terms of student’s general perceptions, teachers were perceived to be dominant and were most cooperative.
The role of the teacher is leadership and mentorship. Additionally, those teachers who involved the student in
recreational activities were significantly linked with certain behavior and attitude. The effect of proximity
attitude varies from student to student, however, research can be compared to other studies and it support that
interaction is a large field that comprehends various believes and cultures to influence the ultimate performance
in a classroom.
The teacher’s perception of his own behavior does not match with the perception made by the student. He
perceived higher score at some scales like friendly and leadership sectors than the students thought. The
differences of the scales admonishing and dissatisfied, showed that the student has more score than the teacher.
Therefore, their actual behavior and the perception do not correspond. The views of ideal and actual teachers are
close that imply that most of the teachers have similar features compared to the student who exhibited a varied
response to the classroom environment. Therefore, the teacher has to provide a greater degree of freedom to the
student. The student will prefer such a conditionsince there is a need to develop pedagogic confidence in a
classroom talk which gives the students a chance to talk and be active in creating their own understanding.
5. Conclusion
The questionnaire investigating teacher and learner in the classroom environment has been establishing to be a
valid, economical and reliable tool to provide the college with relevant information about their classroom
environment (Aldridge & Ala’I, 2013). The questionnaire is valuable particular that it enables them to compare
what they had and the perception with students. Nevertheless, the questionnaire has the capacity to provide the
teacher with information to compare between ideal teacher and actual teacher. This item provides teachers with a
discussion on a single aspect of their teaching behavior.

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6. Recommendations
In the light of the findings of this study, there are certain factors when adapted in an effective learning
environment may help alter attitude and performance in the classroom. The study has not covered gender
inequity and students with disabilities (Wilkinson & Marrett, 2013). To widen facilitation in a classroom,
teachers are entitled responsibility to control and incooperate those students that are physically challenged. The
government in the other hand need to provide basic training to all teachers during training levels, (diploma or
degree level) to ensure that teachers are equipped with skills and knowledge to facilitate to serve all kinds of
students when they are posted to various colleges and even other education levels.
It is observed from the study that, there are students who do not have good English backgrounds; therefore, such
students require acquainted approach and methodology to ensure that they are encouraged to further career
effectively. Dealing with different types of conversations, it is necessary that time is allocated to such students to
ensure they get the best out of their study environment.
References
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Aldridge, J. M., & Fraser, B. J. (2016). Teachers’ views of their school climate and its relationship with teacher
self-efficacy and job satisfaction. Learning Environments Research, 19(2), 291-307. https://doi.org/10.1
007/s10984-015-9198-x
Buzzelli, C., & Johnston, B. (2014). The moral dimensions of teaching: Language, power, and culture in
classroom interaction. Routledge. https://doi.org/10.4324/9781315054674
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ecological perspective. System, 39(4), 468-479. https://doi.org/10.1016/j.system.2011.10.016
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Wilkinson, L. C., & Marrett, C. B. (Eds.). (2013). Gender influences in classroom interaction. Academic Press.
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Appendix A
Investigating Classroom Interaction Questionnaire
Student questionnaire
To the institution coordinator: This questionnaire is conducted as part of research aiming to improve the
learning environment at college. Personal information provided during the course study will be treated with
confidentiality.
You are being advised to fill the following information and please tick where it is appropriate according to your
perception.
Part A: Participant’s information
1. District
2. Area
Urban Rural
3. Gender
Male Female
4. Year of admission
5. Current year of study
6. Your language of communication
7. English language proficiency
Low medium satisfactory standard
Part B: class interaction
a) Who conducts the talk in the class mostly?
teacher student teacher and student
b) Which language does your teacher use in the classroom
English Other
c) If other specify which language
d) How often does your teacher let you share ideas in the classroom?
e) Always often sometimes seldom never
f) Does regular interaction in the classroomhelp you to improve your learning? Why, please?
g) If you do not interact, it is because:
a) You are not talkative
b) The topic is not interesting
c) The teacher fails to apply the teaching techniques
d) The teacher does not motivate
e) You fear to make mistakes
h) Do have any suggestions?

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Appendix B
Investigating Classroom Interaction
Interview questions for the teacher

Part A: (participant information)

a) District
b) Area urban semi-urban rural
c) Gender Male Female
d) Educational qualification MA BA
e) Teaching experience 0-5 Years 6-10 Years 11-15 Years 16-20 Years 21+ Years
f) Participated in any study of classroom interaction Yes NO
Part B Interaction
1) Which language do you use when teaching your students? Reason?
2) What are some of the interactive activities do you involve your students?
3) How do these practices improve learning in your classroom?
4) Do you prefer if students work in pairs/groups? Why so or why not?
5) What are the common aspect the interfere with effective classroom interaction?
6) How do you overcome those factors?
7) Briefly give your suggestion?

Copyrights
Copyright for this article is retained by the author(s), with first publication rights granted to the journal.
This is an open-access article distributed under the terms and conditions of the Creative Commons Attribution
license (http://creativecommons.org/licenses/by/4.0/).

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