JUNIOR HIGH SCHOOL CLASSROOM DISCOURSE: FLANDERS’ INTERACTION ANALYSIS CATEGORY SYSTEM IN FOCUS

Edelyn Navarro, Kristel Mae G. Tacder, Cristy Grace A. Ngo

Abstract


This study aimed to analyze the identified verbal interactions and most frequent and least observed interactions in the Junior High School classrooms of a private non-sectarian academic institution in Davao City. Flanders’ Interaction Analysis Category System (FIACS) was used to analyze the data gathered from four classes that used English as the medium of instruction. The results revealed that the different verbal interactions observed include direct teacher talk, indirect teacher talk, pupil talk, and silence. Meanwhile, the most frequently observed verbal interaction was lecturing, and the least observed was criticizing or justifying authority. The findings indicate that lecturing remains the core method of instruction in the observed classrooms and confirmed that despite the calls for more learner-centered approaches, direct instruction continues to shape how classroom time is used and how students engage with lesson content. This study provides authentic classroom-based evidence of how teacher-student verbal interactions are shaped by dominant lecturing, implying that teachers need to balance lecturing with more opportunities for student talk to support more interactive and learner-centered teaching. Providing classroom-based evidence of actual teacher-student verbal interaction patterns guides future improvements in teaching strategies and professional development, thereby contributing to the academic field.

Keywords


education, classroom discourse, Flanders’ Interaction Analysis Category System, junior high school

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References


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DOI: http://dx.doi.org/10.46827/ejes.v13i6.6732

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