Teacher talks in teaching Global Success English Textbooks at a secondary school in Hanoi = Lời nói của Giáo viên trong việc dạy sách Global Success tại một trường THCS ở Hà Nội

Tóm tắt

Effective teacher talk is crucial in English as a Foreign Language (EFL) classrooms for fostering student interaction and engagement, particularly when using standardized textbooks like Global Success. This study investigated the relationship between different types of teacher talk (questioning, feedback, and instructional talk) and student engagement in EFL classrooms using these materials. A mixed-methods approach, employing classroom observations and interviews with both teachers and students, was used to collect data. The results revealed a strong correlation between open-ended questioning and personalized feedback, and increased student engagement. Conversely, repetitive and overly directive instructional talk showed limited impact on student participation. These findings highlight the importance of incorporating interactive and learner-centered teacher talk strategies in EFL teaching, particularly within textbook-driven contexts. The study offers practical implications for teacher training and curriculum development, emphasizing the need for dynamic communication to maximize student involvement and learning outcomes.