CLASSROOM INTERACTION IN FOUR SELECTED COURSES AT COLEGIO SAN AGUSTIN –BACOLOD, 2ND SEMESTER, AY 2009-2010
PUBLISHED IN AD SAPIENTIAM VOLUME VIII 2013, COPYRIGHT: ISSN 2012-290X
RANDOLF ASISTIDO
ABSTRACT
This study aimed to determine the prevalence of classroom interaction in four selected courses at Colegio San Agustin-Bacolod during the Second Semester of Academic Year 2009-2010. Data were gathered using Moscowitz’s Foreign Language Interaction System Matrix (FLINT) accompanied by audiotape recording for selective transcription. One-way ANOVA on the types of classroom talk among the four selected freshmen courses showed no significant difference, i. e. indirect teacher talk (p= .902); direct teacher talk (p= .704); student talk (p= .674); and special conventions (p= .400). Subsequently, LSD post hoc tests revealed that, in general, classroom interactions during the instruction proper differ significantly with classroom interactions during the pre-instruction phase and post-instruction phase. In exact order, these paired comparisons generated an identical p value of .000 for indirect teacher talk, another identical p value of .011 for direct teacher talk, p values of .005 and .002, respectively for student talk, and p values of .295 and .137, respectively, for special conventions. The findings call for efforts to consider introducing slight revision boths in the grading system and in the teacher behavior inventory to improve the ratio between teacher and student talk at Colegio San Agustin-Bacolod.