A study of the Extent and Nature of Classroom Verbal Interaction in Tenth-Grade, Arabic Language Class in Jordan Using Flanders Interaction Analysis Category System (FIACS)

Abstract

The purpose of the study was to examine the extent and nature of classroom verbal interaction in tenth-grade, Arabic language class using Flanders Interaction Analysis Category System (FIACS). In addition, the study examined extent and nature of classroom verbal interaction in this class based on teachers’ gender, academic degree, and years of experience. The study sample consisted of 63 teachers who were teaching Arabic language for tenth grade in a group of schools in Ma'an governorate in Jordan. The used data collections tool was an observation sheet that developed based on FIACS for classroom observation.

The results revealed that the most common form of classroom verbal interaction was “teacher talk”. The “direct influence” component of teacher talk was the dominant form of teacher talk with a rate of 40%. The least common form of classroom verbal interaction was “silence or confusion” with a rate of 0.07%. Furthermore, the results showed that there were no significant differences (α =.05) in extent and nature of classroom verbal interaction based on teachers’ gender and academic degree. However, there were significant differences (α =.05) in extent and nature of classroom verbal interaction based on teacher’ years of experience.

Based on the findings, the study provided a set of recommendations. There is a need to improve classroom verbal interaction through encouraging teachers to initiate conversation with their students, encouraging students to participate in classroom events and discussion, and encouraging students to express and share their ideas and opinions during the class. The study recommended that there is a need to conduct more similar studies in other grades rather than tenth grade and in other subjects rather than Arabic language.