Strengthening Language Skills Through Active Classroom Interaction
DOI:
https://doi.org/10.69760/gsrh.01012025003Keywords:
Active Learning, Classroom Engagement, Language Acquisition, Interactive TeachingAbstract
This essay analyzes the essential function of active participation in language acquisition, emphasizing how interactive classroom exercises improve communication abilities, boost motivation, and promote a more profound contextual comprehension. Grounded in research, it argues that active learning serves as a powerful complement to traditional methods, catering to diverse learner needs and equipping students for real-world language application. Furthermore, it examines obstacles such as time limitations and disparate skill levels, providing pragmatic suggestions for successful integration. The paper finishes by pushing educators to implement creative, student-centered methodologies to cultivate a more dynamic and transformative language learning experience.
References
Alisoy, H. ., Mammadova, I. ., Asadova, B. ., Ismayilli, F. ., & Aliyeva, T. . (2024). The future of language education: Integrating smartphones into the curriculum. Edelweiss Applied Science and Technology, 8(6), 4539–4556. https://doi.org/10.55214/25768484.v8i6.2986
Babazade, Y. (2024). The Impact of Digital Tools on Vocabulary Development in Second Language Learning. Journal of Azerbaijan Language and Education Studies, 1(1), 35-41. https://doi.org/10.69760/jales.2024.00103
Bonwell, C. C., & Eison, J. A. (1991). Active learning: Creating excitement in the classroom. 1991 ASHE-ERIC higher education reports. ERIC Clearinghouse on Higher Education, The George Washington University, One Dupont Circle, Suite 630, Washington, DC 20036-1183.
Brophy, J. E. (1983). Classroom organization and management. The elementary school journal, 83(4), 265-285.
Denga, E. M. (2024). Equipping Educators for the New Educational Paradigm. In Revolutionizing Curricula Through Computational Thinking, Logic, and Problem Solving (pp. 83-101). IGI Global.
OGLU, H. A. H. (2023). Task-based teaching, learning, and assessment in ELT: A case study of innovative practices. International Journal of Philosophical Studies and Social Sciences, 3(5), 25-33.
Mammadova, I. (2024). Motivational and Practical Frameworks for Teaching English to Weak Learners: An Empirical Study. Acta Globalis Humanitatis Et Linguarum, 1(1), 30-38. https://doi.org/10.69760/aghel.024050
Martyn, M. (2007). Clickers in the classroom: An active learning approach. Educause quarterly, 30(2), 71.
Michael, J. (2006). Where's the evidence that active learning works?. Advances in physiology education.
Nouri, J. (2016). The flipped classroom: for active, effective and increased learning–especially for low achievers. International Journal of Educational Technology in Higher Education, 13, 1-10.
Park, E. L., & Choi, B. K. (2014). Transformation of classroom spaces: Traditional versus active learning classroom in colleges. Higher Education, 68, 749-771.
Roehl, A., Reddy, S. L., & Shannon, G. J. (2013). The flipped classroom: An opportunity to engage millennial students through active learning strategies. Journal of Family and Consumer Sciences, 105(2), 44.
Rotgans, J. I., & Schmidt, H. G. (2011). Situational interest and academic achievement in the active-learning classroom. Learning and instruction, 21(1), 58-67.
Sadiqzade, Z. (2024). Fostering Emotional Intelligence in Language Learners. Journal of Azerbaijan Language and Education Studies, 1(1), 67-76. https://doi.org/10.69760/jales.2024.00106
Pan, Y. C. (2024). A Work-Based Approach for Improving Students' Performance in the College General English Class. English Language Teaching Educational Journal, 7(2), 65-78.
Zappe, S., Leicht, R., Messner, J., Litzinger, T., & Lee, H. W. (2009, June). “Flipping” the classroom to explore active learning in a large undergraduate course. In 2009 Annual Conference & Exposition (pp. 14-1385).
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Global Spectrum of Research and Humanities

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.