Abstract:
This study investigated whether the implementation of rewards, the use of interactional activities, and the change in the students’ shape of sitting can promote teacher-student interaction among work-avoidant learners. The participants were thirteen students from Technicum high school, and they were second year foreign language learners. The objective of this study is to explore this category of students, to know more about them, and to evaluate whether the implementation of rewards, the use of interactional activities, and the change in the students’ way of sitting are effective ways to make work-avoidant students more involved in the teacher-student interaction
