Classroom Interaction: An Analysis of Teacher and Student Talk in Moroccan EFL Classrooms

Abstract

Classroom interaction has always been considered at the heart of the teaching-learning process as it permits students to increase their level of understanding of the learning materials and further develop their speaking skills. However, the previous studies denoted that teachers dominate when speaking in the classroom rather than students do. Therefore, this study aims to analyze the teacher talk, student talk of EFL classrooms along with the category which is frequently used in the classroom based on the FLINT analysis system. The design of this research is descriptive qualitative. The sample of the study was EFL teachers and their students of 7 Baccalaureate high school classes in Agadir. The data were collected through naturalistic observation and recording. The data were analyzed using Foreign Language Interaction (FLINT) system as developed by Moskowitz (1971). The findings revealed all of the teacher and student talk categories as mentioned in FLINT. However, giving direction and lecturing were found as the most frequently used categories among all. Moreover, the teachers mostly adopted a role as controllers in the classroom as they frequently led the flow of interaction. The findings have a number of implications for EFL in Moroccan secondary high schools.