Interaction in a Constructivist Classroom in a Malaysian Undergraduate ESL Setting

Abstract

This paper reports findings from a study on interactions (both verbal and non-verbal) in Malaysian higher education ESL classrooms. It explores how social constructivist-based learning may be implemented within three classrooms under study where it was also explicitly being trialled. Particular attention was given to the role played by the teacher and students in terms of co-constructing knowledge. The study used qualitative methods and data were collected in the form of interviews (student and teacher participants), video recordings of classes in session and researcher’s field notes obtained through observation. However, for the purpose of this paper, these three types of data obtained from a single lesson were considered for analysis. Pre and post-interviews were held with the teacher and selected students after the video recording of a lesson. Findings suggested that the pedagogy implemented closely followed a collaborative learning model and had a positive impact on relationships between students and students/teacher within the classroom. Although some students exhibited reluctance to participate in this style of learning, generally both the teacher and the students were positive about the pedagogical approach and its impact on learning.