A Study on Teacher-Student Verbal Interaction in Different Types of High School English Classes Based on iFIAS
Abstract
: This study employs the improved Flanders Interaction Analysis System (iFIAS) to examine teacher-student verbal interaction in different high school English lesson types, specifically a reading-and-thinking lesson and a listening-and-speaking lesson. Through quantitative coding and qualitative analysis of classroom video recordings, the study explores the characteristics of classroom verbal structure, teacher-student questioning patterns, and teaching styles across the two lesson types. The findings reveal that both lessons demonstrate a well-balanced distribution of teacher talk, student talk, classroom silence, and technology use, with student autonomy showing improvement compared to traditional classrooms. The teacher adopts differentiated questioning strategies and teaching styles in response to the distinct instructional objectives and student performance characteristics of each lesson type. This study provides empirical evidence and practical guidance for optimizing teacher-student interaction in secondary English classrooms, suggesting that teachers should create authentic language contexts to encourage student questioning and integrate technology to enhance interaction quality.