TEACHER–STUDENT INTERACTION PATTERNS AND THEIR INFLUENCE ON ESP SPEAKING PERFORMANCE
Keywords:
teacher–student interaction, ESP speaking performance, classroom discourse, speaking anxiety, evaluative discourse, philology undergraduates, oral communicationAbstract
Teacher–student interaction plays a crucial role in shaping learners’ speaking
performance and emotional experiences in English for Specific Purposes (ESP)
classrooms. Effective classroom interaction can encourage participation, increase
confidence, and improve communicative competence, while negative interaction
patterns may contribute to speaking anxiety and communication avoidance. The
present study investigates how teacher–student interaction patterns influence ESP
speaking performance among philology undergraduates. Using a qualitative research
methodology, data were collected through classroom observations and semi-structured
interviews conducted with undergraduate students enrolled in ESP programs. The
findings reveal that supportive interaction patterns, collaborative communication, and
respectful evaluative discourse positively affect students’ oral participation and
speaking confidence. Conversely, teacher-centered interaction, excessive correction,
and limited communicative opportunities negatively influence learners’ speaking
performance and emotional well-being. The study emphasizes the importance of
interactive, student-centered, and emotionally supportive teaching practices in
promoting communicative competence in ESP education.
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