Role of Collaboration to Boost Speaking in Classroom

This research paper focuses on learners’ speaking skills development with proper use of teachers’ classroom interaction. This method is always popular but lack of appropriate interactive system interrupts speaking skills. A convergent mixed method was used where both quantitative and qualitative data were collected. Results reveal that the actual classroom interaction is less with controlled activity and teachers’ monopolizing the talk time. Study also reveals that students respond for teachers’ asking the question but initially they talk more. However, this proves that learner’s interaction is more beneficial than teacher-learners’ interaction. So, the teaching fraternity need to increase learners’ interaction with extended talk time for communicative activities.