| dc.description.abstract | The discourse found in English second language classrooms has long been dominated by the teacher, and student interaction is limited in comparison. Peer interaction is rarely the preferred or primary method to increase students’ language competence in educational settings. However, observations show a tendency that suggests that teachers should encourage the use of student talk in foreign language acquisition. This study explored the relationship between students’ oral language production and peer interaction compared to student-teacher interaction to determine the quality and quantity of language produced in different settings, considering aspects of language relating to fluency, interaction, and code-switching.
Classroom observation was conducted in four ninth-grade lower secondary English classrooms in formal and informal learning activities to answer the research question. The results were later analyzed and compared with previous research to substantiate the results found in the present study.
Results of the study suggest that peer interaction promotes extended language production. This was indicated by students’ willingness to interact in conversation with other students, seen through data retrieved on follow-up input. The results showed a more significant use of follow-up input in peer interaction than in student-teacher interaction. Additionally, the students' flow of speech was smoother, as fewer full stops, pauses, and hesitation were apparent in student talk in informal conversation. Conversely, a substantial increase in native language use was apparent in peer interaction. However, this made language production more effective, allowing students to produce language at a higher rate. Ultimately, this study suggests that peer interaction promotes greater language production compared to student-teacher interaction, which remained limited in comparison. | |