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ABSTRACT
The study sought to explore interaction patterns within JSS2 English language classrooms in the Ovia North East Local Government Area of Edo State, Nigeria. It reviewed significant and comprehensive literature under various sub-headings. Employing a descriptive research survey design, the study assessed respondents' opinions on the subject matter. Two null hypotheses were formulated and tested using the Pearson Product Moment Correlation Coefficient at a 0.05 significance level. Additionally, simple percentage frequency counts were used to analyze questionnaire responses from selected respondents, including research questions for both teachers and students. The study involved a total of 100 respondents, equally divided between 50 male and 50 female teachers. The data analysis yielded the following results: a significant relationship exists between interaction patterns and students’ performance in English language classrooms at the Junior Secondary School level, and there is a significant relationship between classroom interaction and barriers to students’ learning in these English language classrooms. Based on the study's conclusions, the researcher made several recommendations. Teachers should avoid discrimination against students, ensuring that all students feel loved and valued. This inclusive approach can positively impact students in various ways. Regardless of gender, teachers should refrain from giving preferential treatment to avoid bias and undue advantages for certain students. Treating all students equally can enhance the interactions between teachers and their students, fostering a more inclusive and effective learning environment.
Keywords: Patterns, Effectiveness, Interaction, Classroom Teaching and Learning
