Investigating Factors Affecting Students’ Interactions in Grade 11 English Classroom: The Case of Three Selected Secondary Schools in Tembaro Woreda, Ethiopia

Abstract

The purpose of this study was to investigate factors affecting students’ interaction in grade 11 English classroom. The study was conducted at three selected secondary schools in Tembaro Woreda. It mainly focused on how students interact in English classroom, what does teachers’ do to maximize students’ level of interaction and what factors determine the level and nature of interaction. The subjects of this study were grade elven English language teachers and students in selected secondary schools. The data were gathered through questionnaire, interviews and classroom observations from 212 students, 6 English teachers and 12 observed classroom lessons. These data were analyzed using quantitative and qualitative method. The quantitative data were analyzed using percentage and qualitative data were analyzed using narrative description. The findings of this study revealed that English classroom interaction was not properly implemented due to teachers and students’ lack interest and proper commitment to practice real interaction. Also the study identified that anxiety of  foreign language, lack of motivation, lack of teachers’ dedication, fear of students’ to speak English language in the classroom, effect of classroom environment and shortage of instructional materials were the most common factors affecting students’ interaction in English classroom. As a result, the extent of interaction found in English classroom was minimized. Finally, it is recommended that English language teachers should raise their students’ awareness and use their maximum effort for encouraging students’ interaction.