<![CDATA[In this article, the author offers a comparative autoethnographic reflection of his teaching experience during the SEA-Teacher Program in two Southeast Asian countries—Indonesia and the Philippines. The research engaged with reflective practice in order to observe how classroom interaction app ears to differ among two distinct cultivating specific cultures and educational systems. Data were collected from the teaching journals and field notes recorded, as well as through the analysis of critical incidents during the one-month teaching practicum. At the MA Matholi’ul Anwar classroom in Indonesia, an English as a Foreign Language context, classroom interaction is typically a great deal more teacher-centered; as an example, classroom interactions featured code-switching in addition to being more teacher-centered practice. In the classroom context of the Philippine school at SLSU-LS Lab School, an English as a Second Language context, non-or low-confident actors seeking to employ spoken English permitted a considerable number of active participation instances were descriptive to a student-centered or dialogic style of classroom interaction. Thematic narrative analysis method captured and studied these cultural, language policy, interactional, contextual or reflective awareness in terms of what is important for classroom interaction when teaching English language in an EFL context in Southeast Asia.]]>
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