The Effect of Teaching Styles on Classroom Interactions and Students' Learning in English Language Classes

This paper examines the effect of teaching styles on students' classroom interactions and learning in English language classes. The main purpose of this study is to identify the relationship between different teaching methods and students' learning outcomes. For this purpose, quantitative research methods and especially academic achievement tests have been used to evaluate the impact of teaching styles on learning more accurately. The statistical population of this study includes ۱۵۰ students in five English classes in a secondary school. Among these classes, three classes were randomly selected, each containing ۳۰ students. Thus, the research sample included ۹۰ students who were taught in English language classes with different teaching styles. Two main tools were used to collect data: an academic achievement test consisting of ۲۰ multiple-choice questions and ۱۰ descriptive questions and a questionnaire to assess teachers' teaching styles which included ۱۵ questions. The academic achievement test was designed to assess students' language skills (reading, writing, listening, and speaking) and was held on a specific day. The results of the Academic Achievement Test showed that the mean scores of students in classes with project-based teaching style were significantly higher than those with direct teaching styles. on the project. Statistical analyses, including t-test and analysis of variance (ANOVA), showed that there were significant differences between the scores of different groups. In particular, the results showed that the interactive and project-based teaching style had a significantly more positive effect on students' learning than the direct teaching style. This research shows that choosing the right teaching style can help improve learning and classroom interactions. Based on the results, it is suggested that teachers use more interactive and project-based teaching methods to help improve the quality of students' learning. Due to the limitations of this research, including the limited number of classes and students, it is suggested that future research be conducted with larger and more diverse samples to make the results more generalizable. Also, investigating other factors affecting learning, such as students' motivation and academic background, can help to better understand the impact of teaching styles.

کلیدواژه ها:

Teaching Styles ، Classroom Interactions ، English Language ، Academic Achievement Tests