Efl Teachers’ Beliefs for Classroom Interaction

Abstract

Teacher beliefs about classroom interaction greatly influence the interaction patterns that occur in the classroom. Therefore, this study aims to further identify EFL teachers' beliefs for classroom interaction and how these beliefs are reflected in their classroom interactions. Through observations and stimulated recall interviews, this research explores the dynamics of interactions between teachers and students and among students using the framework by Allwright and Bailey (1991). This study uses a qualitative method. The participant was one of the high school teachers in Yogyakarta. Findings indicate a significant gap between teachers' beliefs about classroom interaction and the actual teacher student’s interaction she performed during teaching. Although teachers highlighted the importance of active engagement during her interview, opportunities for student engagement remain limited.

This research highlights the frequent use of one-way interaction by teacher, question-and- answer sessions, and brief feedback, as well as the importance of informal interactions

between students and structured discussions initiated by teachers. The implications of these findings indicate the need for ongoing professional development to improve teachers' skills in creating more interactive and student-centered learning environments. Understanding teachers' belief systems and their impact on classroom practice is critical to implementing effective educational innovations and improving student learning outcomes.