Muhammad Ahmad
Research Subjects
Research Interests
Muhammad Ahmad has a total of 2 co-authors. Here are the top co-authors by number of shared publications:
- Ali Raza Siddique
Government College University, Faisalabad, Pakistan
1 shared publication Amna Arshad
Government College University
1 shared publication
Latest Publications
- Open Access
- 20 July 2025
- Published by Academy of Science of South Africa in The Independent Journal of Teaching and Learning
- Vol. 15 (2) , 51-68
Teacher-Student Interaction Management: A Study on the Practices and Principles in a Pakistani ESL Classroom
This study investigated Teacher Talk (TT) quantity, TT quality, teacher questions and feedback to determine whether the teacher-student interaction practices in a Pakistani language classroom align with ESL (English as a Second Language) principles or not. For this purpose, two lessons in a Pakistani secondary level ESL classroom were recorded and analysed through conversation analysis (CA). TT was observed to dominate in the classroom. The teacher used display questions more than referential questions. There was a slight use of second language (L2) in the classroom that was limited to the use of key terms in the lessons. Feedback was romantic in nature. All of these practices were observed as less effective teacher-student interaction practices. Therefore, the study concluded that teacher-student interaction did not align with ESL classroom management principles. Since TT, teacher questions and feedback were the important forms of teacher-student interaction in an ESL classroom, this study suggested to manage TT, teacher questions and feedback in the Pakistani ESL classroom for effective L2 teaching.
- 20 July 2025
- Published by Academy of Science of South Africa in The Independent Journal of Teaching and Learning
- Vol. 15 (2) , 51-68
Open AccessTeacher-Student Interaction Management: A Study on the Practices and Principles in a Pakistani ESL Classroom
This study investigated Teacher Talk (TT) quantity, TT quality, teacher questions and feedback to determine whether the teacher-student interaction practices in a Pakistani language classroom align with ESL (English as a Second Language) principles or not. For this purpose, two lessons in a Pakistani secondary level ESL classroom were recorded and analysed through conversation analysis (CA). TT was observed to dominate in the classroom. The teacher used display questions more than referential questions. There was a slight use of second language (L2) in the classroom that was limited to the use of key terms in the lessons. Feedback was romantic in nature. All of these practices were observed as less effective teacher-student interaction practices. Therefore, the study concluded that teacher-student interaction did not align with ESL classroom management principles. Since TT, teacher questions and feedback were the important forms of teacher-student interaction in an ESL classroom, this study suggested to manage TT, teacher questions and feedback in the Pakistani ESL classroom for effective L2 teaching.