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Classroom interaction is central in communicative language teaching, since teacher talk largely initiates and sustains communication while guiding participation and stimulating language production. This study interviewed twenty experienced English language teachers across eight undergraduate institutes and analyzed data using grounded theory with three-phase coding to formulate a classroom interaction model and summarize teachers’ conclusions, suggestions, and recommendations.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/an-analysis-of-interactions-between-teachers-and-english-language-learners-in-english-as-a-foreign-language-implications-of-undergraduate-classroom/268487/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/an-analysis-of-interactions-between-teachers-and-english-language-learners-in-english-as-a-foreign-language-implications-of-undergraduate-classroom/268487.png","ImageObject",300,407,{"name":92,"@type":93},"Rowan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What is the main focus of the study?","Question",{"text":113,"@type":114},"The study analyzes interactions between teachers and English language learners in English as a foreign language, focusing on implications for undergraduate classrooms.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How were data and teacher perspectives collected?",{"text":118,"@type":114},"Interviews were conducted with twenty experienced English language teachers from eight undergraduate institutes, complemented by focus group discussions and class observation or recordings.",{"name":120,"@type":111,"acceptedAnswer":121},"How was the collected data analyzed?",{"text":122,"@type":114},"The data were analyzed using grounded theory with systematic design and three-phase coding, resulting in a model of classroom interaction.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},268487,1789431667,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":41,"preview_page_count":4},1099514067415,"https://ap-avatar.wpscdn.com/avatar/100002539d78ffe74a7?x-image-process=image/resize,m_fixed,w_180,h_180&k=1779092875211072502","Migration Letters  \nVolume: 21, No: S6 (2024), pp. 2181-2192  \nISSN: 1741-8984 (Print) ISSN: 1741-8992 (Online)  \n[www.migrationletters.com](www.migrationletters.com)  \nAn Analysis Of Interactions Between Teachers And English Language Learners In English As A Foreign Language: Implications Of Undergraduate Classroom  \nNeelma Riaz 1 , Dr. Muhammad Safdar Bhatti2 , Nimra Asif3 , Haseeb Ahmad4 , Maria Noor5  \nAbstract  \nEqual peer interactions can enable students to create zones of proximal development for eachother, with their interactions giving rise to ideas, which are then shared with peers and then further advanced and developed through collaboration. Classroom interaction has been a central issue in teaching and learning English in the era of communicative language teaching. Classroom interaction involves teacher and students as interactants in using foreign language. In the classroom, communication is mostly initiated and maintained by the teachers. They, asa key holder of classroom communication, play prominent roles to manage the classroom participation and stimulate student language production. Their perspectives related to language classroom practices need to be discovered to comprehend what actually happens in the classroom. The aim of current study was to develop a deep understanding of interaction in language classroom in foreign language context. Interviews, as major instrument, to twenty experienced English language teachers from eight undergraduate institutes were conducted in 1Pakistan, completed by focus group discussions and class observation or recordings. The gathered data was analyzed according to systematic design of grounded theory analysis method through 3-phase coding. A model of classroom interaction was formulated defining several dimensions in interaction. Classroom interaction can be more comprehended under the background of interrelated factors: interaction practices, teacher and student factors, learning objectives, materials, classroom contexts and outer contexts surrounding the interaction practices. The developed model of interaction for language classroom is notably to give deep descriptions on how interaction substantially occurs and what factors affect it in foreign language classrooms at undergraduate level from teachers’ perspectives. The researchers’ conclusion with suggestions and recommendations was also summed up at the end of the study.  \nKeywords: Interaction, Language Classroom, Foreign Language, Stimulate, Practices.  \nINTRODUCTION  \nClassroom contact has been a significant focus for English teaching and learning during the time of communicative language instruction. Some works and publications on intelligible input, output, and interaction in second language acquisition have considerably enhanced  \n1Lecturer, H&S, SEECS, NUST, [Islamabad-Pakistan neelma.riaz@seecs.edu.pk](Islamabad-Pakistan neelma.riaz@seecs.edu.pk)  \n2The Islamia University of Bahawalpur-Pakistan [safdarbhatti2001@gmail.com](safdarbhatti2001@gmail.com)  \n3Sibling Academy of Quality Education, [Bahawalpur-Pakistan nimraasif8782@gmail.com](Bahawalpur-Pakistan nimraasif8782@gmail.com)  \n4Sibling Academy of Quality Education, [Bahawalpur-Pakistan haseebahmadofficial@gmail.com](Bahawalpur-Pakistan haseebahmadofficial@gmail.com)  \n5Department of English, The Govt. Sadiq College Women University, [Bahawalpur-Pakistan onlineaccadmy07@gmail.com](Bahawalpur-Pakistan onlineaccadmy07@gmail.com)  \n2182 An Analysis Of Interactions Between Teachers And English Language Learners In English AsA Foreign Language: Implications Of Undergraduate Classroom  \nlanguage teaching and learning (Ellis, 1991; Krashen, 1989; Larsen-Freeman & Long, 1991; Mackey, Abbuhl & Gass, 2012; Swain, 2000) . Additionally, research on classroom discourse, also known as teacher talk, student responses, and feedback, has been widely published and debated by language educators, scholars, and specialists (Liskinasih, 2016; Maolida, 2013; Roostini, 2011; Walsh","cbCaiiMla202sG2W","https://ap.wps.com/l/cbCaiiMla202sG2W","pdf",326862,12,"English","# Abstract\n# Introduction","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study analyzes interactions between teachers and English language learners in English as a foreign language, focusing on implications for undergraduate classrooms.\"},{\"question\":\"How were data and teacher perspectives collected?\",\"answer\":\"Interviews were conducted with twenty experienced English language teachers from eight undergraduate institutes, complemented by focus group discussions and class observation or recordings.\"},{\"question\":\"How was the collected data analyzed?\",\"answer\":\"The data were analyzed using grounded theory with systematic design and three-phase coding, resulting in a model of classroom interaction.\"}]","An Analysis Of Interactions Between Teachers And English Language Learners In English As A Foreign Language - Implications Of Undergraduate Classroom | PDF"]