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Abstract
This descriptive qualitative research aimed to describe the teacher and students' interaction using the Foreign Language Interaction (FLINT) system. This study also utilized Initiation- Response-Follow-up Acts (IRF) to identify the categories of initiation, response, and follow- up acts used in CTE classrooms at the University of Mindanao. The study utilized purposive sampling to select the participants. Then, data collection was done through an interview and observation conducted among eight (8) participants: five (5) CTE teachers for the interview and three (3) CTE classrooms for a 2-hour observation each. The results show that in terms of initiation, students occasionally initiate conversation, and then teachers often follow up with a response. Thus, it does not imply that follow-up happens after every contact in the classroom. Moreover, the data gathered revealed that the teacher and students take equal turns in the learning process. Teachers encouraged students to reflect on their thinking and learning processes and promote student autonomy. This includes accepting students' feelings, praising or encouraging them, using their ideas, asking questions, and giving time to support silent and confused students during class. On the other hand, students occasionally respond to teachers' initiation and even initiate queries and share ideas. Regarding turn-taking, it was found that one or two moves are needed, such as a follow-up move and an initiating move or a responding move and an initiating move. Hence, it cannot be argued that the order of initiation-response- follow always governs classroom engagement.
