Exploring the Relationship between Teacher-student Interaction Patterns and Language Learning Outcomes in TESOL Classrooms

Abstract

This study explores students' perceptions and experiences of teacher-student interaction in TESOL classrooms within the context of universities in Kuwait. The research aims to understand the relationship between teacher-student interaction patterns and language learning outcomes. Employing a qualitative research design, data were collected through semi-structured interviews and student reflections to gain deeper insights into students' perspectives. Thematic analysis was employed to analyze the data and identify key themes. The findings reveal the importance of interactive and engaging classroom environments, highlighting the impact of teacher-student interaction on language proficiency development, speaking fluency, and overall learner engagement. Cultural factors, classroom dynamics, and instructional practices were identified as influential factors shaping the quality and effectiveness of teacher-student interaction. The study contributes to the existing literature by addressing gaps in understanding teacher-student interaction in TESOL classrooms, specifically within the Kuwaiti context. The findings provide valuable insights for educational practitioners, curriculum developers, and policymakers, informing the design of instructional practices that optimize language learning outcomes through effective teacher-student interaction.