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This ongoing doctoral level study plans to conduct direct observation to twelve speaking classrooms in six private Secondary Agama Rakyat schools in Perak, Malaysia. Based on one of construct of Borg’s LTC framework (2003), which is classroom practices, together with the Sinclair and Coulthard IRF framework (1975), this study plans to investigate the relationship between teacher cognition and student-teacher classroom interaction patterns. In other words, this study will examine how LTC influences teacher-students' patterns of interaction with the purpose of stimulating and strengthening students’ speaking skill in speaking classrooms at SAR schools in Perak. This proposed research will also extend the LTC framework by looking beyond the beliefs and teaching practices of teachers and taking into consideration the actual learning experiences of their students.
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