ABSTRACT
To follow up on the quantitative analysis in Chapter 4, this chapter further examines the differences between the two types of English medium instruction (MOI) schools by analysing the patterns of classroom interactions qualitatively. It reports on the similarities and differences in the teaching–learning process between the two types of MOI science classrooms (e.g., early–full and late–partial). The analysis focuses on the quantitative measures of the interaction patterns in these classrooms, such as the percentage of interaction time, the proportion of teacher and student talk, the length of turns, and the ratio of L1/L2 use. These results provide a comprehensive macro-level comparison of classroom interactions between the two types of EMI schools at a macro level.
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