Teacher talk time (TTT) refers to how much time a teacher spends speaking during a lesson versus that of their students. On its own, TTT does not have to be a negative thing as teachers are able to give input, feedback and guidance to their learners. However, it is generally recommended to avoid excessive TTT s this can have a negative effect on student motivation and participation. It is generally recommended to reduce TTT to give room for more student talking time (STT) in the language classroom.
Benefits of reducing TTT
- Students get more opportunities to use the language in meaningful and authentic contexts, which can improve their fluency, accuracy and confidence.
- Students get more exposure to different accents, styles and registers of English, which can enhance their listening and comprehension skills.
- Students get more feedback from their peers and from the teacher, which can help them identify and correct their errors and gaps in knowledge.
- Students get more involved and engaged in the learning process, which can boost their interest, enjoyment and autonomy.
Strategies for reducing TTT
- Using elicitation techniques instead of giving explanations. For example, asking questions, giving clues, using visuals or gestures to prompt students to produce the target language.
- Using pair work or group work activities instead of teacher-led ones. For example, role plays, discussions, debates, presentations or projects that require students to interact and communicate with each other.
- Using student-centred tasks instead of teacher-centred ones. For example, giving students choices, allowing them to set their own goals, encouraging them to use their own experiences or opinions as content for speaking.
- Using minimal feedback instead of extensive correction. For example, using gestures, facial expressions or short comments to indicate errors or praise, rather than interrupting or explaining every mistake.
Reducing TTT and increasing STT can be challenging for some teachers, especially those who are used to a more traditional approach to learning. However, by adopting a more communicative and learner-centred methodology, teachers can create more dynamic and effective English language classrooms that foster student participation, interaction and learning.