Students' and teachers' perceptions of interaction types

Abstract

This thesis investigated the perceptions of students at various proficiency levels and their teachers toward interaction types used in language classes, exploring students’ and teachers’ affective reactions to interaction types, along with their impressions of these interaction types’ effectiveness as learning tools. The study was conducted with the participation of 238 students from various proficiency levels (two classes from each level), and their Speaking-Listening course teachers at Anadolu University, School of Foreign Languages in the spring semester of 2007. The data were gathered through perception questionnaires and interviews. The analysis of the quantitative and qualitative data revealed that students and their teachers perceived group work as a more effective learning tool, and they had more have positive affective reactions to this interaction type than whole-class teaching, which suggested that students and their teachers had tendencies towards iv learner-centered learning. Moreover, there was no significant difference of perception across the proficiency levels, and opinions of students did not clash with those of their teachers to a great extent. This study implied that group work is an effective and enjoyable interaction type, which should be employed more frequently in addition to whole-class teaching in language classes. Further, it suggested that group work can become more effectively and smoothly implemented at all levels if students receive strategy training on group work.