Authors : Lam Ky Nhan

Volume/Issue : Volume 9 - 2024, Issue 10 - October

Google Scholar : https://tinyurl.com/ybku9tm3

Scribd : https://tinyurl.com/2vubd9y6

DOI : https://doi.org/10.38124/ijisrt/IJISRT24OCT843

Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.

Abstract : This study investigates the perceptions of EFL English-major students at Nam Can Tho University regarding interactive teaching methods. Interactive methods, which include activities such as group work, discussions, role-playing, and peer feedback, are increasingly adopted in language education to enhance student engagement and learning outcomes. Grounded in Communicative Language Teaching (CLT) and sociocultural theory, the study explores both the benefits and challenges associated with these methods. A 20-item questionnaire, adapted from existing literature, was administered to 70 students to gather data on their experiences. The findings reveal that students recognize significant benefits of interactive methods, including increased motivation, improved language skills, and practical application of English. However, challenges such as difficulties in transitioning from traditional methods, staying focused due to distractions, managing group activities, addressing cultural influences, and ensuring equal participation were also identified. The study highlights the need for targeted support and professional development for educators, effective classroom management strategies, and culturally responsive teaching practices to enhance the effectiveness of interactive teaching methods. These insights contribute to the ongoing discourse on interactive teaching and offer practical recommendations for improving language instruction in EFL contexts.

Keywords : Interactive Teaching Methods, Language Learning, Student Perceptions, Communicative Language Teaching, Sociocultural Theory.

References :

1. Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). Longman.
2. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
3. Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.
4. Kramsch, C. (1993). Context and culture in language teaching. Oxford University Press.
5. Lantolf, J. P. (2000). Sociocultural theory and second language learning. Oxford University Press.
6. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
7. Lightbown, P. M., & Spada, N. (2013). How languages are learned (4th ed.). Oxford University Press.
8. Littlewood, W. (2004). Communicative language teaching. Cambridge University Press.
9. Littlewood, W. (2007). Communicative and task-based language teaching in East Asian classrooms. Language Teaching, 40(3), 243-249. https://doi.org/10.1017/S0261444807004342
10. Long, M. H. (1996). The role of the linguistic environment in second language acquisition. In W. C. Ritchie & T. K. Bhatia (Eds.), Handbook of second language acquisition (pp. 413-468). Academic Press.
11. Moll, L. C., Amanti, C., Neff, D., & González, N. (1992). Funds of knowledge for teaching: Using a qualitative approach to connect homes and classrooms. Theory Into Practice, 31(2), 132-141.
12. Nunan, D. (2003). Practical English language teaching. McGraw-Hill.
13. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press.
14. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
15. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17(2), 89-100.