Language teacher cognition and its influence on classroom interaction in developing speaking skills at Sekolah Agama Rakyat (SAR)

This doctoral study examines Language Teacher Cognition (LTC) in classroom interactions and its influence on the facilitation of students’ speaking skills in Sekolah Agama Rakyat (SAR) secondary schools in Perak, Malaysia, with a focus on the relationship between teachers’ beliefs and practices, particularly in the use of the Initiation–Response–Feedback (IRF) method to support speaking development. Despite increasing emphasis on communicative competence, students in SAR schools continue to experience limited opportunities to engage in meaningful spoken interaction, and existing studies have paid insufficient attention to how teachers’ cognition shapes moment-to-moment classroom interaction in this specific context. A mixed-method approach was employed, where quantitative data were collected through questionnaires completed by English language teachers, and qualitative data involved twelve classroom observations followed by semi-structured interviews with selected teachers and students to gain deeper insights into classroom practices and learning experiences. The findings indicate that although classrooms demonstrated active participation and clear teacher guidance, instructional practices reflected a combination of teacher- and student-centred approaches. However, noticeable incongruences remained between teachers’ stated beliefs and their actual classroom practices. While teachers showed theoretical understanding of IRF as a tool to promote participation and improve speaking competence, its implementation was constrained by factors such as students’ language proficiency, school management, and teachers’ own language ability. The study highlights the need for targeted professional development and stronger institutional support to bridge the gap between planned and enacted practices, ultimately contributing to a better understanding of LTC and IRF in the SAR context and offering practical insights for improving English language teaching through more effective classroom interaction practices.