Volume 9, Issue 10, October – 2024 International Journal of Innovative Science and Research Technology

ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24OCT843

Investigating EFL English-Majored Students’

Perceptions of Interactive Teaching Methods in
Language Classes
Lam Ky Nhan
Nam Can Tho University
Faculty of Foreign Languages
Can Tho, Vietnam

Abstract:- This study investigates the perceptions of EFL emphasize the significance of interaction in language
English-major students at Nam Can Tho University learning (Richards & Rodgers, 2014; Vygotsky, 1978).
regarding interactive teaching methods. Interactive
methods, which include activities such as group work, Communicative Language Teaching (CLT) is a popular
discussions, role-playing, and peer feedback, are strategy that stresses interaction as both the means and the
increasingly adopted in language education to enhance end aim of language acquisition. According to Richards and
student engagement and learning outcomes. Grounded in Rodgers (2014), CLT aims to help students communicate
Communicative Language Teaching (CLT) and effectively and fluently in real-world circumstances, making
sociocultural theory, the study explores both the benefits language instruction more relevant and practical. This
and challenges associated with these methods. A 20-item approach is consistent with the growing realization that
questionnaire, adapted from existing literature, was language competency is more than just knowing grammatical
administered to 70 students to gather data on their rules; it is also about utilizing the language successfully in a
experiences. The findings reveal that students recognize variety of circumstances.
significant benefits of interactive methods, including
increased motivation, improved language skills, and Sociocultural theory, notably Vygotsky’s (1978) work,
practical application of English. However, challenges provides additional justification for the use of interactive
such as difficulties in transitioning from traditional approaches. According to Vygotsky’s thesis, social contact is
methods, staying focused due to distractions, managing essential for cognitive growth. He created the notion of the
group activities, addressing cultural influences, and Zone of Proximal Development (ZPD), which refers to the
ensuring equal participation were also identified. The gap between what learners can do on their own and what they
study highlights the need for targeted support and can do with assistance and participation from more
professional development for educators, effective experienced peers. This approach emphasizes the value of
classroom management strategies, and culturally collaborative learning and peer engagement, both of which
responsive teaching practices to enhance the effectiveness are essential components of interactive teaching techniques.
of interactive teaching methods. These insights contribute
to the ongoing discourse on interactive teaching and offer Research has shown that interactive teaching
practical recommendations for improving language approaches provide a variety of benefits. For example,
instruction in EFL contexts. Dörnyei (2001) emphasizes that these strategies may
considerably increase student motivation by making learning
Keywords:- Interactive Teaching Methods, Language more interesting and pleasurable. Long (1996) also highlights
Learning, Student Perceptions, Communicative Language the importance of interaction in providing learners with
Teaching, Sociocultural Theory. understandable information and chances for meaningful
output, both of which are necessary for language learning.
I. INTRODUCTION Lightbown and Spada (2013) state that interactive techniques
can promote language competency by promoting active use
In recent years, the use of interactive teaching of the target language in communicative circumstances.
approaches in language education has received a lot of
attention. These methods, which stress student-centered Despite the acknowledged benefits, using interactive
learning and active engagement, are considered as an teaching approaches presents problems. Transitioning from
alternative to traditional lecture-based approaches. Interactive conventional to interactive techniques can be challenging for
teaching approaches include group projects, conversations, both teachers and students. Teachers may need to learn new
role-playing, and peer feedback, all of which strive to create skills and tactics to properly manage interactive classrooms,
a more interesting and effective learning environment. The but students may struggle to adjust to more active and
transition to these techniques is based on a variety of involved roles. Classroom management difficulties, such as
theoretical frameworks, including Communicative Language loudness and off-task conduct during group activities, can
Teaching (CLT) and sociocultural theory, both of which also be problematic (Lightbown & Spada, 2013).

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Volume 9, Issue 10, October – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24OCT843

Furthermore, cultural considerations might have an stimulating learning environment, fostering greater student
impact on the success of interactive approaches, since participation and interest in language learning.
students from other cultures may have different expectations
and preferences for teaching and learning styles (Richards &  Sociocultural Theory
Rodgers, 2014). Sociocultural Theory, developed by Lev Vygotsky,
provides a theoretical framework that underpins many
Given these factors, the purpose of this study is to interactive teaching methods. Vygotsky (1978) posits that
evaluate the attitudes of EFL English-major students at Nam cognitive development is inherently social, with learning
Can Tho University toward interactive teaching techniques. occurring through interactions with more knowledgeable
This study aims to give a thorough knowledge of how others, such as teachers and peers. This theory introduces the
different strategies influence students’ language learning concept of the Zone of Proximal Development (ZPD), which
experiences by investigating both perceived benefits and refers to the difference between what learners can do
obstacles. The findings contribute to the current discussion independently and what they can achieve with guidance and
about the efficacy of interactive teaching techniques, as well support (Vygotsky, 1978).
as provide insights for instructors looking to use similar
approaches in their own classes. Vygotsky’s emphasis on social interaction as a critical
component of cognitive development is supported by
II. LITERATURE REVIEW subsequent research in educational psychology. For example,
Wood, Bruner, and Ross (1976) demonstrate that
A. Theoretical Foundations of Interactive Teaching Methods scaffolding—providing temporary support to learners—can
significantly enhance their ability to perform tasks within
 Communicative Language Teaching (CLT) their ZPD. This concept has been further developed by
Communicative Language Teaching (CLT) is a widely Lantolf (2000), who explores how language learning is
recognized approach in language education that prioritizes mediated through social interactions and cultural tools.
interaction as both a means and an objective of language
learning. This approach emerged as a reaction against The practical implications of Sociocultural Theory are
traditional methods that focused heavily on grammatical evident in interactive teaching methods that promote
accuracy and rote memorization. According to Richards and collaborative learning and peer interaction. According to
Rodgers (2014), CLT aims to engage learners in authentic Lave and Wenger (1991), learning is most effective when it
communication, emphasizing the functional use of language occurs within a community of practice, where students
rather than the mere acquisition of linguistic structures. engage in shared activities and negotiate meaning
collectively. This perspective highlights the importance of
CLT is grounded in the belief that language learning is creating learning environments that foster social interaction
most effective when students are actively involved in and collaborative problem-solving.
meaningful communication. This involves creating
opportunities for students to use the target language in real- Additionally, Vygotsky’s theory underscores the
life situations, thereby enhancing their linguistic competence significance of culturally responsive teaching practices.
through practice and interaction (Richards & Rodgers, 2014). According to Moll et al. (1992), educators should be mindful
The approach incorporates a range of interactive activities, of students’ cultural backgrounds and incorporate culturally
such as role-plays, group discussions, and information-gap relevant materials and strategies to enhance the effectiveness
exercises, which are designed to simulate real-world of interactive methods. This aligns with the view of Kramsch
communication and promote active engagement (Littlewood, (1993), who argues that language learning is deeply
2004). embedded in cultural contexts and that understanding these
contexts is crucial for effective teaching.
The theoretical basis of CLT is supported by research
that highlights the benefits of interactive learning In summary, Communicative Language Teaching and
environments. For instance, Ellis (2003) argues that Sociocultural Theory provide robust theoretical foundations
communicative activities provide learners with for interactive teaching methods. CLT emphasizes the
comprehensible input and opportunities for output, which are importance of meaningful communication and practical
crucial for language acquisition. This view is reinforced by language use, while Sociocultural Theory highlights the role
Long (1996), who emphasizes that interaction facilitates of social interaction and cultural context in cognitive
language learning by offering learners chances to negotiate development. Together, these theories support the
meaning and receive immediate feedback. implementation of interactive teaching approaches that
engage students actively and collaboratively, ultimately
In addition to enhancing language skills, CLT also contributing to more effective language learning outcomes.
contributes to learners’ motivation and engagement. Dörnyei
(2001) notes that interactive methods can significantly boost
student motivation by making learning more enjoyable and
relevant. This aligns with the findings of Nunan (2003), who
suggests that interactive activities help create a dynamic and

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Volume 9, Issue 10, October – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24OCT843

B. Benefits of Interactive Teaching Methods entrenched educational standards and tailoring teaching
strategies to cultural expectations and classroom dynamics.
 Student Engagement and Motivation
Interactive methods of instruction have been Furthermore, Brown (2001) discusses the issues in
demonstrated to greatly increase student engagement and classroom administration that occur when using interactive
motivation. Dörnyei (2001) investigates numerous teaching approaches. He emphasizes that such strategies need
motivating tactics for use in language classes, highlighting a high degree of instructor competency in managing
the importance of interactive approaches including group classroom interactions and ensuring that all students are fully
work, peer feedback, and communicative activities in engaged. Teachers must balance individual student
maintaining student interest and motivation. These strategies, requirements while encouraging good group work, which can
which actively include students in their learning process and be difficult in big or diverse courses. Furthermore, there may
provide chances for them to participate in meaningful be practical challenges, such as organizing classroom seating
interactions, can result in greater excitement and a more to encourage interaction and controlling group activities to
dynamic learning environment. avoid interruptions.

Lightbown and Spada (2013) provide additional In culturally diverse classrooms, variations in student
evidence for this viewpoint by illustrating the importance of attitudes toward contact and involvement might hamper the
interaction in language acquisition. Their findings show that application of interactive approaches. Students from cultures
interactive activities not only aid in the learning of language that value passive learning may initially oppose interactive
skills, but also lead to increased student engagement. When tactics, so teachers must give adequate assistance and
students are actively engaged in communicative tasks, they progressively integrate these methods to encourage
are more likely to stay motivated and dedicated to their acceptance and successful use.
language learning objectives. According to the authors,
interactive techniques enable students to utilize language in D. Perceptions of Interactive Teaching Methods
real-world circumstances, which boosts motivation and The perspectives of both teachers and students are
engagement. critical to the effective application of interactive teaching
approaches. According to Nunan (2015), instructors’
 Improved Language Proficiency opinions about interactive techniques have a major impact on
The influence of interactive teaching approaches on their use in the classroom. Teachers who see interactive
language competency has been extensively demonstrated in tactics as advantageous are more likely to successfully
the literature. Long (1996) emphasizes the importance of the incorporate them into their teaching practice. Nunan
linguistic context in second language learning, arguing that emphasizes that when instructors believe interactive
interactive approaches offer learners with both intelligible approaches will improve student learning and engagement,
input and chances for production. According to Long, they are more likely to devote time and effort in
successful classroom interaction allows students to acquire implementing these practices. However, teachers who are
input that is slightly above their present level of skill, which used to traditional, lecture-based techniques may find
is critical for language learning. Furthermore, interactive interactive alternatives difficult or time-consuming, which
activities provide countless opportunities for learners to might limit their deployment.
practice and generate language, hence accelerating the
development of their language abilities. Similarly, how students perceive interactive teaching
approaches can have a significant impact on their efficacy.
Language development relies heavily on the supply of Breen (2001) investigates how students’ attitudes toward
intelligible input through interaction, as well as the chance interactive activities influence their learning outcomes.
for learners to generate language in a supportive context. According to the study, students who have a good attitude
Long’s research emphasises the relevance of interactive about interactive techniques are more likely to participate
teaching approaches in generating a rich linguistic actively and profit from them. In contrast, students who are
environment that promotes language competency. dubious or uncomfortable with interactive activities may
refuse to participate, limiting the usefulness of these
C. Challenges and Constraints of Interactive Teaching strategies. Breen highlights the need of matching interactive
Methods approaches to students’ expectations while also giving clear
The use of interactive teaching methods in the explanations and assistance to develop positive attitudes and
classroom might be hampered by a variety of classroom involvement.
management and cultural issues. Littlewood (2007)
investigates how conventional educational methods in East Overall, both instructor and student perspectives are
Asian contexts present considerable barriers to integrating critical to the effective use of interactive teaching approaches.
communicative and task-based language instruction. In these Teachers must be supported via professional development and
situations, there is typically a strong emphasis on rote encouraged to adopt interactive tactics, while students must be
learning and a hierarchical teacher-student relationship, equipped and motivated to actively participate in these
which might be incompatible with the participative and methods. Creating a supportive atmosphere that addresses
student-centered character of interactive approaches. The both instructor and student views can improve the efficacy of
transition to interactive techniques necessitates challenging interactive teaching methods.

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Volume 9, Issue 10, October – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24OCT843

III. RESEARCH METHODOLOGY

Data were collected using a 20-item questionnaire,
A. Participants adapted from existing literature to fit the specific context of
The study involved 70 participants who are English- the study. The questionnaire was designed to assess both the
major students at Nam Can Tho University. These students perceived benefits and challenges of interactive teaching
were selected to provide insights into their perceptions of methods. It comprised two main sections. The first benefits
interactive teaching methods used in their English language section included 10 items focused on understanding students’
classes. The selection aimed to ensure a representative views on how interactive methods contribute to their
sample of the student population, capturing a diverse range of language learning, engagement, and motivation. The other
experiences and opinions within the EFL context. section also included 10 items aimed at identifying
difficulties and constraints experienced by students when
B. Instrument and Data collection engaging with interactive teaching approaches.
The questionnaire was developed based on key insights
from the literature, particularly the works of Dörnyei (2001), IV. FINDINGS
Lightbown & Spada (2013), Long (1996), Littlewood (2007),
Brown (2001), Nunan (2015), and Breen (2001). These A. Perceptions of Benefits of Interactive Teaching Methods
authors provided foundational ideas regarding the benefits
and challenges of interactive teaching methods.

Table 1. Student’s Perceptions Towards Benefits Of Interactive Teaching Methods

Items N Mean SD
Interactive activities (e.g., discussions, debates) increase my motivation to learn English. 70 4.06 .79
Participating in interactive tasks helps me improve my English language skills more effectively
70 4.10 .85
compared to traditional methods.
Group work activities help improve my speaking skills. 70 4.03 .81
Role-playing activities enhance my ability to use English in real-life situations. 70 4.03 .76
Peer feedback is beneficial for my understanding of English grammar and vocabulary. 70 4.03 .91

Students agreed that interactive events like discussions abilities, indicating the importance of collaborative learning
and debates improve their enthusiasm to study English, with environments in developing oral competency.
a mean score of 4.06 and a standard deviation of 0.79. This
shows that such activities are extremely successful at Role-playing exercises had an average score of 4.03
engaging students and increasing motivation. The low with a standard deviation of 0.76, suggesting that students
standard deviation suggests that responses were very found them useful for practicing English in real-life
consistent throughout the student group. circumstances. The low standard deviation indicates a high
level of student agreement on the usefulness of role-playing
Participating in interactive assignments was judged to in language acquisition.
assist students enhance their English language abilities more
successfully than traditional approaches, as seen by the Finally, peer input was deemed advantageous for
highest mean score of 4.10 and standard deviation of 0.85. comprehending English grammar and vocabulary, with a
This substantial agreement emphasizes the efficiency of mean score of 4.03 and a larger standard deviation of 0.91.
interactive exercises in language acquisition, while responses While students largely agreed on the importance of peer
were slightly more variable than for other items. feedback, the slightly larger variability indicates that
experiences with peer feedback may differ more than with
Group work activities were similarly rated well, with a other interactive techniques.
mean score of 4.03 and a standard deviation of 0.81. Students
said that these activities helped them enhance their speaking B. Perceptions of Challenges of Interactive Teaching
Methods

Table 2. Student’s Perceptions Towards Challenges of Interactive Teaching Methods

Items N Mean SD
The transition from traditional teaching methods to interactive methods has been difficult. 70 3.83 .91
I find it challenging to stay focused during interactive activities due to distractions. 70 3.84 1.01
I experience difficulties with group activities due to classroom management issues (e.g., noise,
70 3.87 .86
off-task behavior).
Cultural factors influence the effectiveness of interactive teaching methods in my classes. 70 3.87 .74
Interactive methods sometimes lead to unequal participation in group activities. 70 3.90 .78

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Volume 9, Issue 10, October – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24OCT843

Students largely acknowledged that the transition from One important effect observed is increased motivation
traditional to interactive teaching techniques presented from interactive activities. Activities like talks and debates
considerable problems, as evidenced by a mean score of 3.83. tend to engage students more successfully than traditional
The standard deviation of 0.91 indicates that some students techniques, which is consistent with Dörnyei’s (2001) results
found the transfer more challenging than others. This on motivating tactics in language classrooms. Similarly,
emphasizes the need of providing thorough assistance and Long’s (1996) study, which stressed the function of
training to both students and educators in order to allow a interaction in language learning, lends credence to the belief
smoother transition and aid in the effective adaptation to new that interactive assignments efficiently increase language
teaching practices. abilities. The persistent positive reactions to group work,
role-playing, and peer feedback support the theoretical
The mean score of 3.84 indicates that students often underpinnings of interactive approaches, particularly those
struggle to keep concentration during interactive activities. based on sociocultural theory (Vygotsky, 1978).
The greater standard deviation of 1.01 suggests a substantial
variation in how distractions affect different students. While Despite these benefits, students have encountered
interactive approaches are interesting, they can also create substantial problems. The difficulty in moving from
distractions from the learning process. This highlights the traditional to interactive techniques highlights the importance
need for improved classroom management tactics to reduce of organized assistance and professional development for
distractions and assist students stay engaged during both educators and students. Distractions make it difficult to
interactive sessions. focus during interactive activities, emphasizing the
significance of efficient classroom management techniques.
Students reported challenges with group activities, This conclusion is consistent with prior study, which found
owing mostly to classroom management concerns such as that interactive settings, while interesting, might occasionally
loudness and off-task conduct. This is reflected in the lead to off-task behavior (Lightbown & Spada, 2013).
average score of 3.87 with a standard deviation of 0.86.
Managing group activities may be difficult, and these Classroom management difficulties, such as loudness
challenges can undermine the efficacy of interactive and off-task conduct during group activities, were also
techniques. Effective classroom management approaches are identified as challenges. These challenges can detract from
required to handle these issues and guarantee that group the potential benefits of interactive approaches, implying the
activities are productive and conducive to learning. need for improved tactics for managing group dynamics and
promoting fruitful cooperation. Furthermore, the impact of
Cultural characteristics were shown to have a cultural influences on the efficacy of interactive approaches
substantial influence on the efficacy of interactive teaching emphasizes the importance of culturally sensitive teaching
approaches, with a mean score of 3.87 and standard deviation practices. This conclusion is consistent with previous
of 0.74. This shows that students’ cultural environment may research that highlights the importance of cultural context in
influence how successfully these strategies are accepted and educational efficacy (Richards and Rodgers, 2014).
executed. Understanding and implementing culturally
sensitive teaching strategies is critical for mitigating these The issue over uneven involvement in group activities is
affects and improving the effectiveness of interactive especially relevant. This difficulty demonstrates that, while
teaching approaches in diverse classrooms. interactive approaches might promote cooperation, they must
also be carefully facilitated to guarantee that all students are
The issue of uneven involvement in group activities was actively involved. Strategies such as designating particular
also addressed, with a mean score of 3.90 and a standard tasks within groups and implementing planned activities
deviation of 0.78. Students said that interactive approaches might assist solve this issue and promote more egalitarian
might occasionally result in unequal contributions from group participation.
members, with some students interacting more actively than
others. This difficulty highlights the need for ways to enable V. CONCLUSION
more fair involvement in group work, such as designating
specified duties or implementing planned group activities to This study sheds light on the attitudes of EFL English-
ensure that all members contribute equally. major students at Nam Can Tho University about interactive
teaching techniques. According to the findings, students
The outcomes of this study provide important insights notice considerable benefits from these strategies, such as
into the attitudes of EFL English-major students at Nam Can greater motivation, better language abilities, enhanced
Tho University toward interactive teaching techniques. The practical application, and useful peer input. However, the
findings show that students perceive and value the benefits of study also notes some hurdles, such as difficulty moving
these strategies, such as greater motivation, improved from conventional techniques, remaining focused, managing
language skills, improved speaking abilities, practical classroom dynamics, dealing with cultural influences, and
application of English in real-world settings, and the guaranteeing equitable participation in group activities.
significance of peer evaluation. However, the study also
identifies significant problems that must be solved in order to
fully realize the promise of interactive teaching approaches.

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Volume 9, Issue 10, October – 2024 International Journal of Innovative Science and Research Technology
ISSN No:-2456-2165 https://doi.org/10.38124/ijisrt/IJISRT24OCT843

To fully realize the potential of interactive teaching [13]. Richards, J. C., & Rodgers, T. S. (2014). Approaches
methods, these challenges must be addressed through and methods in language teaching (3rd ed.). Cambridge
targeted educator support and professional development, University Press.
effective classroom management strategies, culturally [14]. Vygotsky, L. S. (1978). Mind in society: The
responsive teaching practices, and structured group activity development of higher psychological processes.
facilitation. By doing so, educators may build more engaging Harvard University Press.
and effective learning environments that capitalize on the [15]. Wood, D., Bruner, J. S., & Ross, G. (1976). The role of
benefits of interactive approaches while limiting their tutoring in problem solving. Journal of Child
drawbacks. Psychology and Psychiatry, 17(2), 89-100.

Future study should look at particular solutions for

addressing these problems, as well as the long-term effects of
interactive teaching approaches on language competency and
student engagement. Furthermore, a more in-depth
investigation of the influence of cultural elements may give
additional insights on how to customize interactive
approaches to varied student groups. Overall, this study adds
to the expanding body of literature on interactive teaching
approaches, highlighting their potential to improve EFL
instruction when used properly.

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