The Impact of Interactive Learning on EFL Proficiency: A Case Study of ELL and EB Students at IIUC

Suborno Barua; Md. Aman Islam; Md Morshedul Alam; Muhammad Azizul Hoque

doi:10.53103/cjess.v5i5.388

Authors

Suborno Barua International Islamic University Chittagong, Bangladesh
Md. Aman Islam International Islamic University Chittagong, Bangladesh
Md Morshedul Alam International Islamic University Chittagong, Bangladesh
Muhammad Azizul Hoque International Islamic University Chittagong, Bangladesh

DOI:

https://doi.org/10.53103/cjess.v5i5.388

Keywords:

Student-Teacher Interaction, L2 Acquisition, EFL Classrooms, ELL, EB, IIUC

Abstract

In contrast to conventional and teacher-centered approaches, student-led learning places an emphasis on meaningful contact between students and teachers, which has been demonstrated to greatly improve motivation and linguistic proficiency. A deeper comprehension of the language material and more successful language acquisition are fostered by active engagement in the classroom. Students from the English Language and Literature (ELL) and Economics and Banking (EB) departments at International Islamic University Chittagong (IIUC) are the subject of this study. This study examines the effects of student-teacher interaction on language development in an English as a Foreign Language (EFL) classroom at a private university in Chattogram, Bangladesh. Eight English language teachers were interviewed, and 80 students were given questionnaires as a part of a mixed-method approach to data collection. The results reveal that students in more interactive classroom environments tend to exhibit higher levels of language proficiency. The study also shows that less interaction greatly reduces second language (L2) learners’ confidence and English proficiency. The study concludes with practical recommendations focusing on the importance of teacher-student interaction for educators, academics, and policymakers looking to improve language acquisition in EFL settings.

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