Transactional Speaking in the Classroom: Insights from Lower Secondary English Language Teaching

Abstract

This study examines the development of the speaking function talk as a transaction among lower secondary school learners and its implementation in English language classrooms. The research explores how this function is supported by course materials and actual teaching practices. A qualitative research approach was employed, incorporating three methods: (1) content analysis of textbooks and workbooks to identify activities promoting talk as a transaction, (2) classroom observations to assess how teachers implement these activities, and (3) interviews with teachers to understand their perspectives on teaching transactional speaking. Afterward, the research results are analysed and compared within each method. The findings indicate that dialogues, role-plays, information gaps, discussions, interviews, and surveys represent transactional speaking in the analysed textbooks. Despite the availability of these activities in textbooks, classroom observations revealed limited implementation. In 15 observed lessons, only a few instances of transactional speaking activities were noted: one dialogue activity and two information-gap activities. Interviews with teachers confirmed that both rely on textbook activities such as role-plays and dialogues, occasionally supplementing them with their activities (e.g., “Find someone who” tasks). While one teacher reported that students enjoy these interactive activities, the other observed a lack of enthusiasm due to language difficulties. The study concludes that while textbooks provide sufficient opportunities for developing transactional speaking skills, their practical implementation in classrooms remains limited. To enhance speaking skills, teachers are encouraged to incorporate additional role-plays and structured practice activities. These findings highlight the importance of balancing textbook-based instruction with creative, communicative approaches to foster more effective language use.