Research Information System
Bozok Sosyal Bilimler Dergisi, vol.4, no.1, pp.1-15, 2025 (Peer-Reviewed Journal)
This study explores the relationship between English teachers’ classroom interaction and students' attitudes toward learning English. A total of 509 students in 16 English teachers’ classes (n=32) participated in the research, which took place at three Anatolia High Schools in a city in central Anatolia in Türkiye. To assess students' perceptions of teacher classroom interaction, Questionnaire on Teacher Interaction (QTI) was used. This questionnaire contains 62 items that cover eight behavioral dimensions: helpful/friendly, leadership, understanding, student freedom, uncertainty, dissatisfaction, admonishing, and strictness. Additionally, for the qualitative data collection, two open-ended questions were included to gain deeper insights into students' perceptions of the most liked and disliked aspects of teacher classroom interaction. To measure students' attitudes toward learning English, “Attitudes toward Learning English” scale was employed. Correlation analysis revealed significant relationship between learners’ perceptions of their teachers’ classroom interaction and their subject-related attitudes. Content analyses of the responses to the open-ended questions in the qualitative section further highlighted the most and least favored teacher behaviors. The findings hold important implications for English as a foreign language (EFL) classrooms.