An Action Research On The Effects Of Classroom Interaction On Senior High School Students' Oral English Learning

Considering the lack of effective interaction in the English classroom of Chinese high school and limited empirical research on the positive effects of classroom interaction on senior high school students' oral English learning,the author attempts to conduct an action research into the effects of classroom interaction on senior high school students' attitude towards oral English learning and their oral English performance.40 students of Class 6 Grade 10 from an ordinary public senior high school in Nansha District of Guangzhou were chosen as participants.Based on Michael Long's Interaction Hypothesis and Brown's Interactive Principles,the author conducted a2-round action research through interactive games and activities to build up students' confidence in learning oral English and improve students' oral English proficiency progressively in 18 weeks.Each round was carried out with four steps: plan-action-observation-reflection.After the pre-test,the pre-questionnaire and the pre-interview in the first week,the first round action(Week 1-9)started with four types of treatments: morning reading-games-oral English classes-reflection,aiming to improve the students' interest and confidence in oral English.The second round action(Week 10-18)began based on the reflections and results of a periodical-test and a periodical-interview,it included four treatments: morning reading-games-oral English classes-reflection with the more appropriate but more challenging content and standards than those in Round I to maintain the students' interest as well as improve their oral English performance.The post-action data of questionnaires and oral English tests were collected and sorted out right after two rounds.Besides,two interviews were conducted to collect feedback from students for the teacher's reflection.Descriptive data were garnered to indicate students' attitudes towards oral Englishlearning and paired samples t-tests for the significant difference on students' oral English performance.The overall results of the research have reached the conclusion that 1)Classroom interaction has positive influence on senior high school students' attitude towards oral English learning;2)Classroom interaction facilitates senior high school students' oral English performance in the specific dimensions of Reading Aloud,Retelling,Asking and Answering Questions.The findings have led to the following pedagogical implications for oral English learning: 1)By combining the learning content with students' real life,the negotiation between interlocutors can be made meaningful and interesting.2)Materials used in oral English learning are suitable for students at different levels and students are encouraged to be fluent first and then to ensure the accuracy and integrity in oral English activities.3)It is better to design oral English games and activities finished by students themselves.The teacher only helps them out when necessary.