Ali Hassan Al-BalushiKirembwe Rashid Abdul Hamed2024-05-282024-05-282018Al-Balushi, A. H., & Abdul Hamed, K. R. (2018). Flanders Verbal Interaction Impact On The Teaching Process At Basic Education Schools In The Sultanate Of Oman: التفاعل اللفظي وفق أداة (فلاندرز) وأثره في عملية التدريس بمدارس التعليم الأساسي بسلطنة عمان. Al-Qanatir: International Journal of Islamic Studies, 10(2), 60–81. Retrieved from https://al-qanatir.com/aq/article/view/102289-9944684-43https://al-qanatir.com/aq/article/view/10https://oarep.usim.edu.my/handle/123456789/5578This qualitative research discusses the verbal interaction in the teaching process in basic education schools, in view of the teachers’ interaction with the students, and its impact on the educational outcome. To achieve that, a sample of (8) teachers of various disciplines and (560) students were selected from; Imam Ahmad bin Said School in Al Batinah Governorate in the Sultanate of Oman. The researcher used the Flanders tool to analyze the verbal interaction between the teacher and the students at the classroom; as a classroom observation tool, noting the methods used by the teacher in class. Through the Flanders tool the teacher and pupils’ behavior is monitored, so that the supervisor records this by monitoring for every type of behavior performed in front of him. Thus, all the verbal interaction that took place are observed. By analyzing this recording; the supervisor and the teachers will have real perception of the verbal interaction in the classroom. The findings revealed that the pattern of verbal interaction is at low level of discovery and inquiry by the students. A number of recommendations were made, including the use of educational strategies based on discovery, investigation and collaborative learning. Keywords: Verbal interaction, flanders, teaching.enVerbal interaction,flanders,teaching.Article1610