Teacher – Student Interaction, Interactive activities, reading comprehension, teacher talk, FLINT Tương tác giữa giảng viên và sinh viên, hoạt động tương tác, đọc hiểu, lời nói của giảng viên, FLINT


This qualitative case study presents how teacher - student interaction in EFL tertiary reading comprehension classes can be fostered with interactive activities (IAs). The purpose was to explore how IAs were deployed to improve the EFL tertiary students’ reading comprehension skill; in other words, the study aimed at finding out the teacher talk as interactive activities in teaching reading comprehension (RC). A female teacher majoring in RC was the participant of this study. Data were collected through classroom observation with her teaching reading comprehension process. In addition, supporting data were also added from audio-visual materials were used in observing process. The data were deeply analyzed on the basis of the Foreign Language Interaction Analysis (FLINT) model in Brown (2001). Findings showed that all of 11 categories of teacher talk in FLINT appeared in the study. They were (1) dealing with feeling, (2) praising and encouraging, (3) joking, (4) using ideas of students, (5) repeating students verbatim, (6) asking questions, (7) giving information, (8) correcting without rejection, (9) giving directions, (10) criticizing student behavior, and  (11) criticizing student response with different frequency. Among with “praising and encouraging” was mostly used activity and “criticizing students’ response” was the least commonly used one. Furthermore, the study highlighted the potential value of considering teacher talk as interactive activities since it was found meaningful to initiate the teacher – student interaction in RC class, and to foster students’ RC skill.



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