Classroomis a social system.
In this system there are interaction that takes placebetween teacher to student and student among themselves. In teacher-studentinteraction, many researchers have been doing research in this matter. TheUniversity of Virginia has developed Assessment system which measures theteacher and student interaction. According to their assessment Effectiveinteractions between teachers and students are essential for promotinglong-term school success across grades of students from preschool to seniorhigh school. This interaction helps the student improve their academicachievement and social development. In support to the University ofVirginia, another study was conducted by Pianta (2015) which finds out thatteacher-student interaction is a key asset for improving student learning anddevelopment. Also, Pianta (2016) the interaction between teacher and studentshelps develops psychopathology problems to be resolved. Further, teacher-student interaction relation are crucial to the student success (Nugent, 1999)and that this interaction provides the strongest indicators of quality (Pianta, Downer & Hamre,2017).
Anotherstudy conducted by Muramatsu’s (2008) study explored the generalcharacteristics of, and the influence of, both teachers’ and students’Nonnative Speaker (NS) status on teacher-student interaction during writingconferences within the context of university-level composition courses. Itemployed the interactional sociolinguistics approach focusing on thesociocultural factors (e.g., politeness, face, and power relationship) aroundwhich the characteristics of the communicative event are constructed. It alsoendeavored to address the aspect that is missing in previous research – whetheror not the student attitudes towards teachers based on the teacher’s NS statusexpressed in the questionnaire is reflected in actual interaction. DeborahSpiro (2011) determined how interaction was assisted in an online instructionalmedia course and the value that instructors and students place on interactionin an online course.
InTognini’s (2007) study the researcher examined the interaction of teachers andlearners in ten primary and secondary school languages other than English(LOTE) classes in Western Australia, with the aim of providing a detailedpicture of its nature and patterns. The study found that teacher-learnerinteraction featured various types of negative feedback, positive evidence andconsiderable reliance on interactional routines such as elicitation,non-corrective repetition, drilling and reinforcement. Hsien-ChuanLin (2009) studied students’ experiences and perceptions of multipleinteraction activities (self-directed, peer, and teacher feedback) implementedin a large multilevel EFL writing class in one private technological universityin the southern part of Taiwan.
Large size writing classes, quite common inprivate institutions of higher education in Taiwan, cannot be efficientlyfunctioned to meet individual students’ needs in improving their writingperformance. Low achievers have difficulties in keeping up with competentwriters in learning writing skills while advanced students complain of theirlearning too little from the class. MeanwhileLarkin (2007) and Spiro (2011) focused on interactions in online classrooms.Larkin (2007) determined techniques instructors use to interact in an onlineenvironment and what procedural interaction criteria the instructors considereffective without face-to-face interaction.
And Spiro (2011) determined howinteraction was facilitated in an online instructional media course and todetermine the value that instructors and students place on interaction in anonline course. However,the most interesting research on interaction and vocabulary is the one done byNugent (2009). In his study, he determined the value and impact ofstudent-teacher interactions in relation to student motivation and achievement.
It was further intended that the results of this study would add to the body ofknowledge and resources available to enhance the learning experience andinfluence student success.Interactionoccurs every day in the classroom activities between the teacher and thelearners. In fact, interaction between teachers and students in classrooms isone of the primary means by which learning is accomplished in classrooms. Inlanguage classrooms, interaction takes on an especially significant role inthat it is both the medium through which learning is realized and an object ofpedagogical attention.
Early research interested in interaction and learningfrom a sociocultural perspective focused on describing the patterns typical ofclassroom interaction (Barnes, 1992; Cazden, 1988; Mehan, 1979).