A Case Study of Chinese Students Learning Thai as a Foreign Language: Flanders Interaction Analysis Category System

Interaction in foreign language classrooms has been regarded as a key factor enhancing learning outcomes (Allwright, 1984; Ginting, 2017; Hanum, 2016). This study examined interactions specific university classroom context Thailand where 28 Chinese students were Thai with teacher. It employed mix-method design. Quantitative data gathered based on modified Flanders’ model (Flanders Analysis Category System or FIACS), and the qualitative from observations. The analysis of 90-minute video records field notes observations three classes reveal domination teacher’s talk (77.59%), minimal students’ (6.16%). Besides, silence time occupies 16.25%. Out total 22 categories interaction, no student can be categorized an initiation talk, teacher procedural lectures assigning homework. Characteristics interaction varied according to quantity talk. Transcription verbatim videos reveals details interaction. Findings suggest that quantity, category, characteristics are interrelated must all improved together increase quality affect outcomes.