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@article{204535,
        author = {Dr.Sukanta Kumar Pradhan},
        title = {Mapping Verbal Dynamics: A Conceptual Critique of Flanders Interaction Analysis Category System (FIACS)},
        journal = {International Journal of Innovative Research in Technology},
        year = {2026},
        volume = {13},
        number = {1},
        pages = {4147-4150},
        issn = {2349-6002},
        url = {https://ijirt.org/article?manuscript=204535},
        abstract = {Classroom interaction plays a crucial role in determining the effectiveness of the teaching-learning process. Systematic observation and analysis of verbal exchanges between teachers and students provide valuable insights into classroom dynamics and instructional practices. Flanders' Interaction Analysis Category System (FIACS), developed by Ned A. Flanders, is one of the most widely used observational techniques for studying classroom communication. The system categorizes verbal behaviour into ten distinct categories encompassing teacher talk, student talk, and silence or confusion. By recording and analyzing these interactions, researchers and educators can assess teaching styles, classroom climate, student participation, and the balance between direct and indirect instructional approaches. This paper discusses the concept of interaction analysis, theoretical assumptions underlying FIACS, its categories, procedures of observation and matrix construction, interpretation through behaviour ratios, educational implications, and limitations. The system serves as an important tool for teacher training, instructional improvement, and educational research.},
        keywords = {Classroom Interaction, FIACS, Teacher Talk, Student Talk},
        month = {June},
        }