| Sumario: | This article examines the influence of English language classroom interaction patterns on teachers' use and perceptions of student-centred pedagogy. The study used a mixed-method approach, combining classroom observations to collect quantitative data on interaction patterns with teacher interviews to gather qualitative insights into teachers' perceptions and experiences. The data were triangulated through the analysis of extracts from 20 recorded classroom observations and corresponding teacher interviews. The study participants comprised 20 English as a second language (ESL) teachers selected through a multistage sampling technique from ten secondary schools in Ekiti state, Nigeria. The interaction analysis results show that the teaching exchanges followed the initiation–response–feedback (IRF) pattern, which limited opportunities for students to engage in meaningful discussions and critical thinking. Teachers reported facing constraints, including inadequate resources, large class sizes, and lack of institutional support, which hindered their ability to implement student-centred pedagogy. To address these challenges, it is recommended that teachers receive professional development training in strategies such as task-based language teaching and content and language integrated learning (CLIL), which have been effective in similar educational contexts. Additionally, schools should provide adequate resources to and support for teachers to implement student-centred approaches. The study's findings have significant implications for policy and practice in ESL education in multilingual settings, highlighting the need for context-specific teacher training and support to enhance the quality of ESL instruction and promote more effective language learning outcomes.
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