Exploring the Impact of Excessive Teacher Talk Time on Participation and Learning of English Language Learners
DOI:
https://doi.org/10.21015/vtess.v11i2.1519Abstract
This paper explores the imbalance between teacher talk time (TTT) and student talk time (STT) in Pakistani colleges intermediate English language classrooms. The objective of the study is twofold: to trace the talk time imbalance and to suggest balance. This qualitative research is significant as it deals the most essential aspect of English language teaching and learning that is the students' participation and interest in classroom interactions. The data was collected through classroom observations and semi structured interviews by the intermediate English teachers and students of public and private colleges.50 teachers and 200 students participated in the study. A pilot study was also done. The qualitative data analyses led to the results that Pakistani English language teachers use excessive talk and students are almost denied talk time. These practices have negative impacts on students' learning, motivation, participation and personality. The imbalance in teacher talk time (TTT) and student talk time (STT) needs to be balanced for effective interactions and quality education.
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