Investigating the Relationship between Learners’ Self-Selected Topics and Classroom Interaction

Abstract

Classroom interaction is highly important to develop learners’ language proficiency especially in EFL settings. Providing learners with the opportunity to self-select the topics of discussion during oral expression (OE) classes can be a good way to get learners speak and interact inside the classroom. The present study aimed to investigate the relationship between learners’ self selected topics and classroom interaction at the department of English, university of Jijel. It is assumed that in OE classes, learners interact more with their self-selected topics. To verify the validity of this assumption, the correlative method has been adopted through the use of classroom observation and students questionnaire to collect data. Classroom observation was conducted with three groups of third year license students and students questionnaire was delivered to the same sample which consisted of 60 students. The collected data were analyzed qualitatively and quantitatively. The obtained results indicated that there exists a positive relationship between learners’ self-selected topics and classroom interaction. That is, learners interacted more when they discussed topics of their choice and interest. Additionally, learners supported the use of self-selected topics as a method to increase classroom interaction. Based on the obtained results, the assumption was validated. Classroom interaction is highly important to develop learners’ language proficiency especially in EFL settings. Providing learners with the opportunity to self-select the topics of discussion during oral expression (OE) classes can be a good way to get learners speak and interact inside the classroom. The present study aimed to investigate the relationship between learners’ self selected topics and classroom interaction at the department of English, university of Jijel. It is assumed that in OE classes, learners interact more with their self-selected topics. To verify the validity of this assumption, the correlative method has been adopted through the use of classroom observation and students questionnaire to collect data. Classroom observation was conducted with three groups of third year license students and students questionnaire was delivered to the same sample which consisted of 60 students. The collected data were analyzed qualitatively and quantitatively. The obtained results indicated that there exists a positive relationship between learners’ self-selected topics and classroom interaction. That is, learners interacted more when they discussed topics of their choice and interest. Additionally, learners supported the use of self-selected topics as a method to increase classroom interaction. Based on the obtained results, the assumption was validated.