Do I Talk Too Much in Class? A Quantitative Analysis of ESL Classroom Interaction

Kaukab Abid Azhar; Nayab Iqbal; Mahvish Sohaib Khan

doi:10.19105/ojbs.v13i2.2491

Kaukab Abid Azhar Barrett Hodgson University,
Nayab Iqbal Barrett Hodgson University
Mahvish Sohaib Khan Barrett Hodgson University

https://doi.org/10.19105/ojbs.v13i2.2491

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Keywords: Classroom Interaction, ESL, Language Teaching, Teacher Talk-Time

Abstract

Teacher-learner interaction in the classroom is dictated by how well the teacher manages classroom talk-time which has a direct influence on learner achievement in an ESL Classroom. Teachers often perceive that they allocate enough time for student talk time; however, the past literature suggests that teacher talk-time takes around 70-75% of overall time in the class. The purpose of this study is to analyze the TTT (Teacher Talk-Time) in the context of ESL classroom in Pakistan. Convenience based sampling was used to assess the Teacher Talk-Time through observational method. Findings of 12 sessions (30-hours) showed that average Teacher Talk-Time was 65% of the total classroom time. The study highlights that ESL teachers need to improve the Learner Talk-Time (LTT) as the analysis showed that on average each student only gets 22 seconds of talk-time in an ESL class. A blended learning model can help ESL teachers to eliminate some of the talk-time and engage learners with meaningful activities that encourage classroom interaction in the target language.

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Author Biographies

Kaukab Abid Azhar, Barrett Hodgson University,

Lecturer, Department of Business Administration, Barrett Hodgson University, Karachi, Pakistan.

Nayab Iqbal, Barrett Hodgson University

Lecturer, Department of Business Administration, Barrett Hodgson University, Karachi, Pakistan.

Mahvish Sohaib Khan, Barrett Hodgson University

Lecturer, Department of Business Administration, Barrett Hodgson University, Karachi, Pakistan

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