Of contents introduction chapter I patterns of teaching-learning

CONCLUSION
It can be concluded that the patterns of teaching-learning interaction appear variously and constantly. These patterns show that the process of teaching and learning is not always dominated by the teachers. It clearly shows that the students engaged in any classroom activity. The patterns of interaction absolutely enhance the students talk and participation in the class.
The interaction patterns of group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration appear in the class when the teachers apply communicative learning activities such as drills, crack the case, and games. In short, these patterns of teaching-learning interaction emerge among teacher and student(s) and/or student(s) and student(s) in relation to the teacher talk and the students talk categories used during classroom activities. To some degrees, there are differences between the patterns of interactions in the classroom process of English Speaking course by first lecturer and in that of the second lecturer. The patterns that occurred in English speaking course from the first teacher educator were IRF, IRE, choral response, individual work and open-ended question. The patterns that most frequent occurred were IRF, IRE Individual work and choral response. In the second teacher educator‟ class were teacher talk, IRF, IRE, and group work.
Both of the teacher educators stated that those patterns in the classroom they used during the teaching and learning process have several benefits. They considered those patterns could support them in managing the classes, work well in English Speaking course, bringing about a success to teaching, and motivating students to speak English during the teaching and learning process.
In addition to the conclusions and to improve learning process, several suggestions can be made as in the following;
It is suggested that teacher educators record the teaching and learning process they conduct and rESLect it in order to make them aware of what really happens during their teaching and what is intended in speaking English. Given this understanding, they can align their classroom interactions with how to motivate students to learn better.
Even though the data have been collected and analyzed, limitation exists, especially in the number of lecturers involved, the time of research, and methodology. Therefore, further research on the classroom interactions of English Speaking course should be made by using critical classroom discourse analysis in order to understanding the meaning of utterances of the learning participants and lecturers and how they influence students‟ achievement.