Teaching and learning of English language occur as a result of the interaction among the teacher, learners and instructional media materials. The nature of this interaction determines the educational outcomes. In Kenya there has been public outcry over falling standards in English language as evidenced by poor performance by students in most secondary schools in the Kenya Certificate of Secondary Education (KCSE) examinations. This has raised doubts about the effectiveness of classroom interaction in secondary school English classrooms. This article draws from a study that investigated the interaction processes in English language public secondary school classrooms in Kericho Municipality, Kenya Respondents in the study were 8 English teachers and 192 students. Based on an observation framework, direct classroom observation was used as the approach to data collection .Major findings in the study indicated that teacher talk still dominated classrooms processes and that teaching aids were rarely utilized during classroom interaction processes. The findings of the study may inform English teachers about necessary changes in classroom processes during teaching, policy formulation and for drawing up programmes to improve classroom interactions, and may help to relate the features of teacher and student behaviour in the classroom to learning outcomes.
Senior Lecturer, Department of Educational Communication, Technology and Curriculum Studies, Faculty of Education, Maseno University, Maseno, Kenya
Principal, Administration, Languages Department, Reresik High School, Roret, Kenya
Lecturer, Department of Educational Communication, Technology and Curriculum Studies, Faculty of Education, Maseno University, Maseno, Kenya
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