İngilizce öğretmen adaylarının sınıf içi etkileşime yönelik algıları ve yansıtmaları

This study aims to unveil perceptions and reflections of the pre-service EFL teachers on classroom interaction, factors affecting classroom interaction and the ways to improve classroom interaction. For this aim, a qualitative research design was used. A total of 110 pre-service EFL teachers took part in the study and filled a perception questionnaire regarding their perceptions and reflections on classroom interaction. Besides, a group of seven pre-service teachers were also asked to write self-reflection reports and peer reflection reports regarding classroom interaction right after their teaching practices during practicum for four weeks. Field notes were also taken by the researcher during practicum and finally, semi-structured interviews were conducted with those seven pre-service teachers. The qualitative data gathered were analyzed by using the Constant Comparison Method. The findings revealed that classroom interaction has positive effects on language learning environments in many ways according to the pre-service teachers. Besides, it was indicated that they were aware of the factors affecting classroom interaction and provided detailed information about them. Lastly, the participants stated plenty of ideas concerning the ways to develop interaction in the classroom. The findings of the study were discussed by referring to the relevant literature and various implications were drawn as well as providing suggestions for further research.