The Ratio of Teacher Talking Time (TTT) to Student Talking Time (STT) in Iranian EFL Classes: An Observational Multi-Class Analysis

محورهای موضوعی : Journal of Teaching English Language Studies

Kamran Rabani EbrahimiPour ¹ (Shahid Bahonar University of Kerman)
Neda Fatehi Rad ² (دانشگاه آزاد اسلامی واحد کرمان)
Ehasn Rayani ³ (گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد کرمان، ایران)

تاریخ دریافت : 1401/12/27 تاریخ پذیرش : 1402/02/11 تاریخ انتشار : 1402/03/31

کلید واژه: Classroom Interaction, Iranian EFL Learners, Student Talking Time (STT), Teacher Talking Time (TTT),

چکیده مقاله :

Classroom discourse and interaction, particularly the balance between teacher talking time (TTT) and student talking time (STT), are critical elements in (English as a Foreign Language) EFL settings. While some research has explored various facets of classroom discourse and interactions, few studies have specifically examined the TTT and STT ratio across a broad spectrum of EFL classes through direct observation. Addressing this gap, this observational study aims to evaluate the TTT/STT ratio in 83 diverse EFL classes in Kerman, Iran. Furthermore, it investigates if this ratio correlates with teachers' gender, years of teaching experience, and class level. To this end, the study involved 83 EFL teachers, including both genders, with teaching experience ranging from 1 to 15 years, teaching classes at elementary, intermediate, and advanced levels. Findings revealed that TTT constituted approximately 61.49% of total class time on average, with STT comprising 38.51%. No significant differences were detected in relation to teachers' gender, teaching experience, or class level. The implications of these results are discussed.

چکیده انگلیسی:

منابع و مأخذ:

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The Ratio of Teacher Talking Time (TTT) to Student Talking Time (STT) in Iranian EFL Classes: An Observational Multi-Class Analysis

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