The Characteristics Of EFL Teacher-Student Interaction And Feedback Practices In Vocational High School Class

Abstract

This study aims to identify the characteristics of interaction and feedback of pre-service teachers in vocational high school classrooms. This study was designed as an observational study. This study focuses on the characteristics of pre-service teacherstudent

interactions and feedback with EFL learners. This research is a qualitative research that uses the method of observation. Participants in this case amounted to 2 pre-service teachers. Data was collected through analysis using the Classroom Assessment Scoring System-Secondary (CLASS-S) which was filled in by the school teachers, by giving a score of 1-7 on 12 dimensions consisting of 3 domains. The results from CLASS-S show that the teacher–student interactions were characterized by mid quality of emotional support and high quality of instructional support, but relatively low quality of emotional support.