Speaker
Description
Interaction has been considered a crucial factor that facilitates learning activities in EFL classrooms. Many studies have been conducted to investigate the impact of classroom interaction on teaching and learning languages and then several reviews have been written on its influences. To gain deeper insights into the use of Foreign Language Interaction Analysis System (FLINT) in examining classroom interactions, this paper aims to review previous studies that employed FLINT as a framework. The study followed the systematic review approach with 10 qualified studies selected from various available resources. The results showed that most of the studies mainly focused on finding out the preferable interaction patterns used by the teacher. The majority of the studies revealed that EFL classroom interaction was dominated by teacher talk. It is recommended that further examination on the factors that determine classroom interaction in EFL contexts should be conducted. Moreover, both perspectives of teacher and students regarding interaction could be further researched to build an interactive learning environment.
Key words: FLINT, classroom interaction, teacher talk, student talk
Biography
Le Van Tien, a PhD student at Can Tho University, has been working as an English lecturer at Dong Thap University, Vietnam.
Trinh Quoc Lap, an Associate Professor, is a teacher educator at the School of Foreign Languages, Can Tho University, Vietnam. His research interests include curriculum studies, teacherdevelopment, and language pedagogy.
Huynh Ngoc Tai, PhD, works at the School of Foreign Languages, Tra Vinh University, Vietnam. He completed his PhD program at the University of Tasmania, Australia. His research and teaching focus on Multimodal semiotics, Applied and Educational Linguistics, English, Bilingual and cultural education.
