From Discipline to Dialogue: A Phenomenological Study of Classroom Interaction in English Language Classroom

Abstract

This phenomenological study explores interaction in English language classrooms in District Hyderabad, Sindh, focusing on the lived experiences of English language teachers and secondary school students. The study examines how classroom interaction is shaped by discipline oriented teaching practices and how it gradually shifts toward dialogue based and student centered learning environments. The main purpose of the study is to understand how teachers and students experience interaction, participation and communication in English language learning contexts. A qualitative research design was adopted and data were collected through semi-structured interviews. The participants were selected using purposive sampling to ensure that they had relevant experience with English language teaching and learning. The data were analyzed using thematic analysis allowing for an in-depth exploration of participants’ perspectives and lived experiences. The findings of the study reveal that traditional classroom practices characterized by strict discipline and silence among students, limiting their participation in English communication. Students reported hesitation due to fear of making mistakes, while teachers observed low interaction levels in teacher centered classrooms. However, the findings also indicate that supportive teacher behavior, emotional safety, and dialogue based teaching strategies significantly enhance student confidence and willingness to participate. The study recommends that teachers should adopt dialogic teaching practices, maintain balanced discipline and create supportive classroom environments to improve student participation and language development.