English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Plus monthly

Global: Zendy Tools annual

Global: Zendy Tools monthly

Global: Zendy Free Plan

This study seeks to find the models applied in interactional pattern of teaching and learning activities on speaking subject in both religious and non-religious universities. In this qualitative study, a realistic ethnographic approach was used. The researchers played a key role as the research instrument. The data are lecturers and students' speech fragments in learning and teaching speaking skills. The instruments were technically obtained through observation using video recording. The data sources are the lecturers and students’ spoken transcripts. The result of this study proved that teaching and learning interactional patterns on speaking subject at the religious based universities revealed that they are under the lecturers’ control. In religious universities, the lecturers speak more than students (TTT), whereas in non-religious universities students are given more speaking opportunities (STT). Interaction occurs when students construct their experience and knowledge with the received information. Lecturers at both universities were not able to facilitate students developing and expressing their ideas. Both religious and non-religious universities’ learning and teaching interactional patterns at the speaking subjects implemented towards constructivism. Through generative learning strategy, some elements reflect each step of the strategies, although at an early stage. It is necessary to develop varied learning models which engage students’ active participation. In addition, there should be an understanding towards the concept of classroom interactional competence.

Teaching and Learning Interactional Patterns in Speaking Subject at Several Higher Educational Institutions