Exploring the Challenges of Achieving Classroom Interactional Competence in Mixed-Ability Classrooms in Saudi Secondary Schools: Benefiting from Each other or Dominate Over Others?

Abstract

Abstract Classroom interactional competence is achieved when both teachers and students use interaction to improve the students’ language skills. This study aimed to explore the challenges and affordances to deploy CIC in the Saudi secondary mixed-ability classroom (MAC). A qualitative approach is adopted using two research tools: discourse completion tasks and semi-structured interviews. The participants of this study were three English language teachers who teach in Saudi public secondary schools. The data was generated and analysed systematically by finding common themes and sub-themes. This research concluded that one of the main obstacles to achieving CIC is the misuse of peer learning strategy that relies on the higher-level students to assist their lower-level peers, which causes an imbalanced learning environment where the higher-level student interacts more effectively. Additionally, the focus on language accuracy imposed by the teaching materials pushed teachers to correct the students’ errors, regardless of the pedagogical aims, which oppose one of the primary principles of CIC. Also, focusing on materials and following the lesson plans limit the teachers’ freedom to use the class time to improve their IC. Affordances were also found, like the use of scaffolding activities and the ability to manage the classroom.