Interactive Teaching and Learning Techniques

English is the primary official second language in Nigeria. One of the implications of this status is that English is the primary language of education, official transactions, politics, trade and commerce. The language occupies a colossal position in Nigeria and every learner is expected to develop competence in it in order to function effectively in the multilingual Nigerian setting that lacks an indigenous national language. Considering the importance, role and functions of English in Nigeria, the primary goal of the English language curriculum is that learners should acquire communicative competence in English. Since English is the language of instruction, it is also expected that learners should acquire and effectively use it in education and other purposes, including communication with Nigerians from other linguistic backgrounds. To achieve this goal, the curriculum recommends the communicative language teaching approach for teachers of English but this was reviewed in the UBE curriculum as the indigenous communicative teaching method. Despite the difference in name, the objective is for teachers to enable learners achieve communicative competence in the use of the English language using apt methods, strategies and resources. Communication in any language involves active learning and practicing of the skills and sub-skills of the language in contexts similar to those of real life. It then implies that it is not enough for learners to know and understand the basic rules of English language or learn words and sentence structures of the language in isolation; learners are expected to communicate effectively in the language. There is therefore the need to use interactive strategies that will enable them to use and practice the language in order to propel them to fluency. Unfortunately, English language teachers' pedagogical practices are at variance with the expected practices and the result is that learners exhibit poor communication skills in English and this affects their performance in other school subjects since English is a tool subject. This paper explored some interactive strategies with a focus on re-tooling English language teachers for more productive teaching and learning.

T he main objectives of teaching English as a second language at the college level in India, especially in Tamilnadu, are: • to develop skills for oral presentations, group discussions and debates

"Экономика и социум" №2(117) 2024 www.iupr.ru, 2024

Annotation. This article aims to ensure the formation of intercultural competences of students of higher education institutions through the use of interactive methods in the formation of professional communication of pedagogic students, and theoretical views were studied through literature analysis. The analysis of the methods, methodical systems, approaches, concepts reflected in language teaching in higher education institutions in the field of pedagogy was determined. Also, the article describes the types of interactive methods in detail.

The International Journal of Business & Management, 2020

Teaching English as a foreign language can be fun and meaningful when teachers apply communicative activities in their classrooms. Students will feel motivated and they will participate interacting with others enthusiastically. These activities can definitely encourage learners' participation, contributing to improve their oral production of the English Language. Teachers must know the importance of using appropriate communicative activities to encourage children speaking. It is imperative to understand that these activities need to be well designed or modified in order to develop this skill. This monograph has as its main objective to present some examples of games that teachers can use in an EFL classroom in order to develop children's communicative competence by engaging them in meaning-focused communication.

Scholaria : Jurnal Pendidikan dan Kebudayaan, 2016

The purpose of the study was to examine the 1 st semester teacher college students" perceptions of the interaction between them and their teacher in Basic English class through class discussion interactive teaching in Basic English class. To create a successful and effective teaching, cooperation between teacher and students is needed. An effective teacher must be able to present their material, effectively manage their classroom according to the lesson they"ve planned, accommodate their students" needs, and enhance their students" participation in the learning activities. Participants were 25 students who reported their perceptions on the interactive teaching in addition to their learning process. Result suggested that the interactive teaching fostered student participation during the learning activities. Teaching method such as class discussion that involved the whole class participation to raise questions and discuss about the answer or solution would require interaction between teacher and students more intensively. This interactive teaching method could be implemented for college students, especially because they were expected to participate more actively in the learning activities and become more independent learners. This study could also be an alternative for any educational practitioners who would like to foster their students" participation.

2020

Student engagement has been studied in education language learning. Several strategies are used by teachers to promote student engagement in young learner English classes. However, students can disengage easily with their learning process if they cannot find the value and enjoyment. This happens because students can distinguish between enjoyable and more relatable to the real life or daily activities. This research is conducted to discover the teachers' teaching strategies that are used to promote student engagement in English young learner classes. The goals of this research are to describe teaching strategies that are used to promote student engagement, the teachers' roles when they apply the teaching strategies, and what kind of engagement is occuring. Hence, the question of the research is " What teaching strategies do teachers use to promote student engagement in young learner English classes?" This research employed case study methodology. The data gathering techniques applied in this research were observation, interview, and document analysis. Document analysis refered to observation and interview scripts. The participants of the research were two English teachers and 11 students from two online classes. The participants were teachers and students from Purikids English Course. As the result, there are eight teaching strategies applied in English class. Those strategies are correction feedback, motivational feedback, evaluation feedback, focusing through gestures, lecturing (active interaction), questioning and repetition, review and closure, and role play. From these eight strategies, it is found that lecturing which focused on active interaction is used more frequently than others. It is believed that this strategy promote students' engagement more than the others. The second most used strategy is feedback related to correction. This strategy allows teachers to give feedback related in correcting students' mistakes. This research gave recommendation for future researchers and educational practicioners. For future researchers, it is recommended to do research in this domain (harus menyampaikan weaknesses or limitations and reasons dengan jelas supaya bisa menggunakan kalimat ini). For the educational practitioner, researcher suggests to use this research as additional sources in relation with teaching strategies.

This paper analyses the innovative and quite interesting methods we have in teaching English language. We may have a number of teaching methods in between traditional and modern. Everybody has their own understanding and conclusions on teaching English language. But this paper portrays combining this two types how we can make our teaching very effective. We have been completely bounded with traditional methods of teaching and understanding where the present day learners felt uncomfortable a bit. Learner's mind will never be static it is ever growing and ever changing. Whatever the teaching methodology can be, but teaching must be leaner's centred. However, this paper scrutinizes the difference between traditional and practical teaching and thereafter learning. This treatise practically examines that how learners are being affected by the traditional methods of teaching as well, besides it has portrayed that how learners expect teaching and learning process. There has been a misunderstanding between traditional methods and practical methods always. Somehow teachers and learners should agree eachother in order to fill the gap between the generations of these methods.

—One of the main principles of education is interaction. In language classes, learners should have more autonomy to have interactions among themselves as well as with the teacher. Second language learners are more likely to achieve better levels of comprehension of the new input in their effort to communicate through interaction. Based on socio-cultural theory, language has both functions of communicative tool and a psychological tool which mediates meaning between the individual and the linguistic goal and therefore assists the cognitive development process. This study investigates interactive language teaching among the English high school teachers. The researcher investigated the effect of individual factors, gender, educational background, teacher education, and marital status of teachers on their tendency to interactive teaching. The results of the study showed that some of the above factors influence the teacher's tendency to interactive teaching.

International Journal of Evaluation and Research in Education (IJERE), 2020

Learners’ communicative in English language has been unsatisfactory due to the factors that affect their self-confidence and motivation to speak. However, the problem persisted even though ways were used to overcome the lack of communicative ability among learners in Malaysia. Therefore, this study was conducted to address learners’ perceptions of interactive language learning activities in improving English-speaking ability. The study aimed to analyse the effectiveness of the interactive language learning activities in motivating learners to speak in language classroom. A set of questionnaires containing two sections with 30 questions was administered. There were 50 primary school learners selected randomly to participate in this study. The results were collected and presented in the form of tables. The finding showed that self-confidence, motivation and learning environment affect the learners’ English language speaking ability and the results indicated that interactive language learning activities are able to overcome problems pertaining to communicative in language classroom. In conclusion, interactive language learning activities improved the learners’ English language speaking ability.

2020

The goal of this study is to find out whether or not there is a significant impact of Active Learning Strategy on the young learners’ learning outcomes in English and how the students’ and teacher’s perceptions on applying Active Learning in English class are. The study design is mixed study with one group pre-test and post-test design and structured interview. The sample consisted of the primary 3 students and the English teacher selected using the cluster random sampling technique. The result indicated that the post-test mean score (75.3962) was higher than the pre-test mean score (70.8524). The t-test value (10.272) was higher than the t-table (2.0860) at 5% of the significance level and the t-Table at 1% of the significance level. The alternative hypothesis (Ha) was then accepted and the null hypothesis (Ho) was rejected. It could be concluded that there is a significant impact of Active Learning Strategy on the students’ learning outcomes in English. Furthermore, the structured...