A Contrastive Study of Teacher-Student Interaction Patterns in Spanish Classrooms Between Chinese and Spanish Universities—An Empirical Analysis Based on the University of Alcalá and Fujian Normal University

Abstract

This study presents a contrastive analysis of teacher-student interaction patterns in Spanish language classrooms at the University of Alcalá in Spain and Fujian Normal University in China, examining how cultural values influence pedagogical behavior and language output. Drawing on Hofstede’s cultural dimensions theory and the IRF (Initiation-Response-Feedback) model, the research adopts a mixed-methods approach, including classroom observations, language assessments, and interviews with teachers and students. The findings reveal that Spanish classrooms emphasize open-ended questioning (72%) and immediate correction (88%), fostering egalitarian dialogue and resulting in higher oral fluency (120 words per minute), but also a higher grammatical error rate (2.5 errors per minute). In contrast, Chinese classrooms prioritize closed-ended questions (65%) and delayed feedback (70%), shaped by high power distance (PDI=80) and collectivism. Students in these settings spoke less frequently (85 words per minute) but demonstrated greater grammatical accuracy (1.2 errors per minute). The study shows that Spain’s lower power distance (PDI=31) and individualism (IDV=51) promote active student participation, while Chinese students tend to avoid immediate correction due to face-saving concerns. The research offers cross-cultural pedagogical recommendations: phased feedback in Spanish classrooms to balance fluency and accuracy, and gradual introduction of open interaction in Chinese classrooms. Ultimately, the study confirms the deep influence of cultural values on instructional behavior, providing both theoretical insight and practical guidance for globalized language education.