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Social interactions in EFL Classroom

This research investigates social interactions in three senior high schools in Bandung, categorized as good, average, and low, through the lens of Vygotskian Social Constructivism. The study examines how these interactions contribute to students' language learning engagement. Utilized methodologies included field notes, questionnaires, and interviews over 10 weeks. Findings reveal distinct classroom cultures shaped by teacher roles and student knowledge, indicating that meaningful social interactions are essential for knowledge construction and cooperative learning.

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Social interactions in EFL Classroom

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  1. Social interactions in EFL Classroom A research By YantiWirza Presented by safiaturrokhmah

  2. Outline • Introduction • Objective • Who, where, when • Respondence • Body • Social interaction? • Literatures • Methodology • Result Findings • Conclusion

  3. Research Objective • This study is aimed to portrait the social interaction in three high schools which were purposely selected from the categories of good/favourite, middle/average, and low. The social interaction that naturally occurred in those classes under investigation is analyzed from the view point of vygotskian theory of “Social Constructivism”. • This study is conducted by YantiWirza in 3 senior high schools in Bandung in 2002-2003

  4. Respondence • SMU 6 • Middle • 40 Student • IKIP Bandung • 20 Year exp • 2nd Year Students • SMU 3 • “Good” • Language Lab • Audio Visual Room • 50 Student • IKIP Jakarta • 25 years exp SMU 15 • Low • 35 Student • 18 Years experience

  5. Social interaction

  6. Underlying Theories • Brown (1994) “Interaction as collaborative exchange of thoughts, feelings, and ideas between two or more people resulting in a reciprocal effect on each other” • Rivers (1987) “ Social Interaction can never be one way; the students need to exercise how to take initiative and participate imaginatively in task oriented, purposeful learning or cooperative learning” • Moll (1990) “social interaction rooted from Lev Vygotsky’s Social Constructivism theory which is claimed that knowledge is constructed through social interaction in social meaningful activities”

  7. Methodology • Multiple Study (miles and Huberman 1984 in Maxwell, 1996) • 3 Classes of 3 Schools • Conducted for 10 weeks with • Field notes • Questionnaires • Interview Good Average Low

  8. Result (1/3) • A. Teacher’s Role • SMU 6 • Communicative • Accomodative • Friendly personality • SMU 3 • not take the challenge • take for granted of students ability • SMU 15 • Applied “point System” • Immediate reward • Repeat answers

  9. Result (2/2) • B. The pattern of the social interaction • The Classroom under investigation in SMU 15 had livelier and more active interaction

  10. Result (3/3) • C. Students Learning Engagement • Each Classrooms develop its own culture that is shaped by the characteristics of its members, the teacher, the atmosphere, situation. • SMU 3 • Solid Knowledge of English • Less assistance • SMU 6 and 15 • Similar knowledge • Lower achiever • Need assistance

  11. Conclusion “ Knowledge is constructed through social interaction in social meaningful activities”

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