Exploring Classroom Discourse
... The notion of classroom interactional competence, proposed by Walsh (2011), builds on the notion of interactional competence discussed in chapter 4. It helps understand how interaction, as a mediational tool, is used by teachers and learners in language classrooms. According to Walsh (2013), to guarantee quality interaction, teachers must bear in mind three premises. ...
... The notion of classroom interactional competence, proposed by Walsh (2011), builds on the notion of interactional competence discussed in chapter 4. It helps understand how interaction, as a mediational tool, is used by teachers and learners in language classrooms. According to Walsh (2013), to guarantee quality interaction, teachers must bear in mind three premises. Firstly, they must adapt their language uses to their teaching and assessment aims. ...
... To do so, we should consider the different interactional management activities that take place in classrooms. Based on authors including Walsh (2011Walsh ( , 2013 and Nussbaum (2016), we might identify four different interactional management activities: ...
Aquest llibre proporciona eines teòriques als professors d'idiomes per ajudar-los a abordar les necessitats educatives de tots els estudiants en aules multilingües inclusives. D'una banda, els autors introdueixen fenòmens sociolingüístics que ajuden a entendre com interactuen les llengües i els seus parlants. També reflexionen sobre l'impacte d'aquests fenòmens en les polítiques lingüístiques, inclosos els projectes de llengua escolar. En el cas de Catalunya, aquestes polítiques lingüístiques escolars tenen com a objectiu donar suport a l'aprenentatge i l'ús del català per part dels estudiants, alhora que valoren els seus repertoris lingüístics complets. D'altra banda, els autors suggereixen nocions teòriques per descriure les competències dels individus plurilingües i els seus usos lingüístics. Ofereixen suggeriments, des d'una perspectiva d'ensenyament d'idiomes, sobre com aprofitar les competències i habilitats existents dels estudiants per donar suport a l'aprenentatge de noves llengües. Els autors presenten alguns enfocaments d'ensenyament centrats en l'estudiant i destaquen la importància de la comunicació a l'aula i l'ús de recursos plurilingües en la interacció entre estudiants i professors per facilitar la construcció de coneixement en totes les àrees curriculars.
... Generally, language employed in the classroom serves several functions such as promoting teacher-student interaction, facilitating learning, and maintaining relationship in a specific educational context. Primarly, language is utilized as an interactional tool between teacher-student and among students for mediating and assisting learning [1]. Moreover, language realized in classroom context refers to how teachers perform various powers to learners. ...
... This research seeks to explore and uncover the conveyance of speech acts and EFL teachers' power in classroom context. Hence, it addresses two research questions, namely (1) what speech acts are produced by EFL teachers during teaching-learning process, and (2) how are speech acts realized to reveal teachers' power in classroom context. ...
... It is very crucial to fullfil the speakers'intention and message. Based on the data analysis, several types of speech acts were differently realized by the EFL teachers as displayed in the The data in table (1) demonstrate that the occurences of speech acts in the EFL teachers' utterances highly vary in terms of types. The speech acts found were categorized into five main types; those are representatives, directives, commissives, expressives, expressives, and declaratives. ...
... Cullen (as cited in Nicaise, 2020) defined the process of interaction: "Teacher talk is what a teacher says in a classroom, and what a teacher says is a response to what the student says too." Moreover, teacher talk is about how teachers use language in teaching to facilitate and enhance learning to help students construct new meanings, new understanding, knowledge, and skills (Walsh, 2011). Therefore, teacher talk is crucial in students' progress in mastering language skills, particularly speaking. ...
... According to the SETT framework, four classroom modes represent different contexts of interactions (see Table 1). These modes are further divided into smaller components by Walsh (2011). The first mode is the managerial mode, which primarily aims to develop the necessary abilities at the start of a learning process to establish a classroom environment for interaction. ...
... Discourse analysis aims to analyze teacher talk using the SETT framework. According to Walsh (2011), discourse analysis examines and investigates spoken or written texts. The primary focus of this study is on lexical units and speech acts beyond the sentence level. ...
Teacher talk significantly influences classroom interactions since it holds dominance within a classroom. How teachers construct the classroom interaction will affect how well students receive and produce a language. Teacher talk can either offer positive or negative impacts depending on how it is applied. For this reason, it is critical to evaluate teachers as a reflection to improve the quality of learning. In this case, it is also necessary to delve into students’ responses and opinions during the classroom interaction. Therefore, this study aimed to examine modes and interactional features of a teacher talk based on the SETT framework and students’ responses and opinions to the teacher talk. The study employed a qualitative approach that combines qualitative descriptive research and discourse analysis. The findings showed three classroom modes and eight interactional features in the teacher talk. Another finding revealed that the most students responded to the teacher talk in specific and open-ended responses. Further finding showed that the students acknowledged the difficulties in comprehending the teacher talk and speaking in the English classroom. The factors contributing to these difficulties are linguistic and psychological factors. Thus, adjusting teachers’ language based on student language ability and establishing a convenient classroom environment should be considered
... In the latter case, classroom interaction 1 between the instructor and students in the L2 contextthe main focus of this special issuecan be seen as one of the most important parts of the processes of language acquisition. As such, numerous approaches have been proposed (see Walsh, 2011 for an overview) to deal with a wide range of issues related to classroom activities, e.g., the role of teacher behavior (Flanders, 1960), models of sequential interaction in the classroom (Sinclair & Coulthard, 1975), and the nature of input and output as a result of classroom interaction (Krashen, 1982). ...
... An important development in the social interactional approaches to L2 classroom interaction is the incorporation of conversation analytic (CA) methodologies (Markee, 1994(Markee, , 2002Mondada & Pekarek Doehler, 2004;Sacks et al., 1974;Walsh, 2006Walsh, , 2011Waring, 2015). The CA approach affords SLA researchers a framework to capture the moment-by-moment unfolding of interaction in an institutional settingin this case the temporal and sequential details of second language classroom activitiesas a site for socialization. ...
... It also focuses on the micro-details of interaction in terms of context dependency (responding to prior interaction) and context-renewal (projecting and impacting the subsequent interaction). Walsh (2006Walsh ( , 2011, for example, discusses teachers' language in terms of turn design and timing, using such notions as "turn completion" and "interrupting" as well as "teacher echo" to discuss how teacher's language can either facilitate/create or hinder learner participation. Based on such observation, Walsh (2006, p. 62) further proposes that the Self-Evaluation of Teacher Talk (SETT) framework should be implemented in teachers' critical reflective practice and that teachers' professional development should include not only methodology and language awareness but also issues relating to teacher talk, interaction, and learning opportunity. ...
In this introduction to the special issue, we provide an overview of the features and development of key approaches to teacher-student interaction in second language (L2) classrooms (and tutoring sessions). Our goal is to emphasize the importance of (re)conceptualizing instructor-student interaction from a multimodal perspective, rather than focusing solely on verbal exchanges. We argue that by examining the coordination of verbal communication, non-verbal/embodied actions, conversation participation structures, and salient artifacts in the environment, we can gain a more comprehensive understanding of instructor-student engagement patterns. Furthermore, we contend that video-based empirical research in this area holds both theoretical significance and practical value. The papers in this special issue all adopt a perspective that is multimodal, interactional, and theoretical as they investigate a variety of interactional settings in the context of Chinese as a second language (CSL). This introduction concludes with summaries of the papers and provides insights into potential future directions for research in this area.
... However, he also noted that it can limit opportunities for student talk and critical engagement. Walsh's [36] later research showed that student engagement and response depth are greatly affected by using different kinds of open-ended and closed questions within the IRF structure. He highlighted that the closed questions tend to elicit brief and factual responses [36]. ...
... Walsh's [36] later research showed that student engagement and response depth are greatly affected by using different kinds of open-ended and closed questions within the IRF structure. He highlighted that the closed questions tend to elicit brief and factual responses [36]. Studies have mostly explored how closed and open-ended questions influence student responses and engagement [36]. ...
... He highlighted that the closed questions tend to elicit brief and factual responses [36]. Studies have mostly explored how closed and open-ended questions influence student responses and engagement [36]. However, there is a limited exploration of how different types of questions impact student learning in various educational settings and subjects. ...
This study explores the significance of the ‘I move’ in teacher talk through a comparative analysis of teacher questions in two video recordings of classroom interaction. This research identifies various types of moves and specifically focuses on types and functions of ‘I moves’ in teaching process, which is based on IRF structure. Three types of moves can be observed in both video recordings, including initiation, response and feedback. This study has divided teacher questions in ‘I moves’ into two categories to analyze the types and functions of ‘I moves’. First of all, this study identifies the ‘I moves’ in classroom interactions in both video recordings, including open-ended, closed, probing questions and directive statements. On the other hand, this study examines how different questions types are employed by teachers, including wh-questions, yes/no questions, checking questions, display questions and referential questions. This research provides insights into effectiveness of various questioning strategies in creating active learning environment. The findings suggest that strategic use of ‘I moves’ can significantly enhance learner participation and comprehension, contributing to more effective teaching practices.
... In this case, it has to do with what Walsh (2006, p. 88) calls 'mode divergence' in which the pedagogic goals of a particular mode do not converge or coincide with its expected language use or interactures. This issue in regard to mode divergence (as or convergence) is necessarily required to be taken into account by teachers since it becomes one of the evidence characterising classroom interactional competence-the ability to use interaction as a means of facilitating learning (Walsh, 2006a(Walsh, , 2011)-through which opportunities for learning are provided or hindered (Ghafarpour, 2016;Walsh, 2011Walsh, , 2014 In addition to the explication of classroom interactional competence with respect to teacher talk above, recent studies have documented significant roles of embodied resources of teacher talk in facilitating learning and learning opportunities. In this light, Sugianto and Yusuf (2023) reveal the ways a native teacher uses embodied resources (such as gesture, gaze, and facial expressions) and the interactures of teacher talk to co-construct meaning and provide opportunities for learning whilst teaching a grammatical point 'to be' in a multilingual classroom setting. ...
... In this case, it has to do with what Walsh (2006, p. 88) calls 'mode divergence' in which the pedagogic goals of a particular mode do not converge or coincide with its expected language use or interactures. This issue in regard to mode divergence (as or convergence) is necessarily required to be taken into account by teachers since it becomes one of the evidence characterising classroom interactional competence-the ability to use interaction as a means of facilitating learning (Walsh, 2006a(Walsh, , 2011)-through which opportunities for learning are provided or hindered (Ghafarpour, 2016;Walsh, 2011Walsh, , 2014 In addition to the explication of classroom interactional competence with respect to teacher talk above, recent studies have documented significant roles of embodied resources of teacher talk in facilitating learning and learning opportunities. In this light, Sugianto and Yusuf (2023) reveal the ways a native teacher uses embodied resources (such as gesture, gaze, and facial expressions) and the interactures of teacher talk to co-construct meaning and provide opportunities for learning whilst teaching a grammatical point 'to be' in a multilingual classroom setting. ...
... The video recordings were transcribed. In the present study, the transcription systems follow those advocated by Sert (2015) and Walsh (2006aWalsh ( , 2011. Besides, ELAN 6.4 (Max Planck Institute for Psycholinguistics, 2022) was also utilised so as to get detailed transcriptions. ...
em>Teacher talk and embodied actions constitute an essential aspect to facilitate students’ learning and learning opportunities in EFL classroom interactions. Nevertheless, evidence has shown that the ways an EFL teacher employs teacher talk and embodied actions are still under-explored, particularly in the Indonesian EFL primary school context. Therefore, the present study is aimed at scrutinising an EFL primary school teacher's use of embodied actions along with teacher talk that leads to classroom interactional competence. Using a conversational analysis approach, the present study inspected six naturally occurring lessons conducted by a female English teacher teaching in the fifth grade. Twenty-six students were involved as the subjects. Moreover, the data of the current study were garnered using observations and included the teacher’s instructional artifacts. Findings reveal some embodied actions were used by the teacher during the classroom interactions. In this case, the teacher’s gazes were found to be directed at a particular student, a group of students, and objects in the classroom. Also, such gazes were found to be accompanied by deictic gestures, metaphoric gestures or beats that were used by the teacher to elicit responses from the students. Moreover, iconic gestures were also found in the data as the teacher was trying to introduce a new vocabulary. The present study reaches a conclusion that most of the interactional features found in conformity with the pedagogical goals for each micro-context or mode were used to support and mediate the students’ learning</em
... In this case, it has to do with what Walsh (2006, p. 88) calls 'mode divergence' in which the pedagogic goals of a particular mode do not converge or coincide with its expected language use or interactures. This issue in regard to mode divergence (as or convergence) is necessarily required to be taken into account by teachers since it becomes one of the evidence characterising classroom interactional competence-the ability to use interaction as a means of facilitating learning (Walsh, 2006a(Walsh, , 2011)-through which opportunities for learning are provided or hindered (Ghafarpour, 2016;Walsh, 2011Walsh, , 2014 In addition to the explication of classroom interactional competence with respect to teacher talk above, recent studies have documented significant roles of embodied resources of teacher talk in facilitating learning and learning opportunities. In this light, Sugianto and Yusuf (2023) reveal the ways a native teacher uses embodied resources (such as gesture, gaze, and facial expressions) and the interactures of teacher talk to co-construct meaning and provide opportunities for learning whilst teaching a grammatical point 'to be' in a multilingual classroom setting. ...
... In this case, it has to do with what Walsh (2006, p. 88) calls 'mode divergence' in which the pedagogic goals of a particular mode do not converge or coincide with its expected language use or interactures. This issue in regard to mode divergence (as or convergence) is necessarily required to be taken into account by teachers since it becomes one of the evidence characterising classroom interactional competence-the ability to use interaction as a means of facilitating learning (Walsh, 2006a(Walsh, , 2011)-through which opportunities for learning are provided or hindered (Ghafarpour, 2016;Walsh, 2011Walsh, , 2014 In addition to the explication of classroom interactional competence with respect to teacher talk above, recent studies have documented significant roles of embodied resources of teacher talk in facilitating learning and learning opportunities. In this light, Sugianto and Yusuf (2023) reveal the ways a native teacher uses embodied resources (such as gesture, gaze, and facial expressions) and the interactures of teacher talk to co-construct meaning and provide opportunities for learning whilst teaching a grammatical point 'to be' in a multilingual classroom setting. ...
... The video recordings were transcribed. In the present study, the transcription systems follow those advocated by Sert (2015) and Walsh (2006aWalsh ( , 2011. Besides, ELAN 6.4 (Max Planck Institute for Psycholinguistics, 2022) was also utilised so as to get detailed transcriptions. ...
Teacher talk and embodied actions constitute an essential aspect to facilitate students' learning and learning opportunities in EFL classroom interactions. Nevertheless, evidence has shown that the ways an EFL teacher employs teacher talk and embodied actions are still under-explored, particularly in the Indonesian EFL primary school context. Therefore, the present study is aimed at scrutinising an EFL primary school teacher's use of embodied actions along with teacher talk that leads to classroom interactional competence. Using a conversational analysis approach, the present study inspected six naturally occurring lessons conducted by a female English teacher teaching in the fifth grade. Twenty-six students were involved as the subjects. Moreover, the data of the current study were garnered using observations and included the teacher's instructional artifacts. Findings reveal some embodied actions were used by the teacher during the classroom interactions. In this case, the teacher's gazes were found to be directed at a particular student, a group of students, and objects in the classroom. Also, such gazes were found to be accompanied by deictic gestures, metaphoric gestures or beats that were used by the teacher to elicit responses from the students. Moreover, iconic gestures were also found in the data as the teacher was trying to introduce a new vocabulary. The present study reaches a conclusion that most of the interactional features found in conformity with the pedagogical goals for each micro-context or mode were used to support and mediate the students' learning.
... Research on translanguaging, particularly its pedagogical and practical effects in secondary EFL classrooms, remain limited, with a need to explore its subtle use across various contexts. To address these gaps, this study examines the role of translanguaging in Korean classrooms utilizing Walsh's (2006) Self-Evaluation of Teacher Talk (SETT) model, a Conversation Analysis (CA)-based framework for analyzing classroom interaction. This approach provides an in-depth view of the relationship between translanguaging, pedagogical goals, and classroom dynamics. ...
... The Self-Evaluation of Teacher Talk (SETT) framework, developed by Walsh (2006), is a versatile and comprehensive approach used to examine and analyze classroom interaction. It offers a contextual perspective that considers the interplay between language use and pedagogical objectives. ...
... It offers a contextual perspective that considers the interplay between language use and pedagogical objectives. Walsh (2006) incorporates the concept of L2 lesson context as being "locally produced and transformable at any moment" (Drew andHeritage 1992 as cited in Walsh 2006, p.55). Context, as highlighted by Seedhouse (1996), serves as the "interface between pedagogy and interaction" (p. ...
... Communication is central to the teaching-learning process, as it influences every facet of classroom interaction from delivering instructions to developing an inclusive learning environment. Scholars have highlighted the multidimensional nature of teacher communication, which involves not only the transmission of knowledge but also the capacity to engage students, manage classrooms effectively, and collaborate with colleagues (Walsh, 2011;Boyd & Markarian, 2015). Growing need for teachers to adapt to diverse classrooms where students' linguistic, cultural, and cognitive needs vary greatly have been emphasized by researchers. ...
... Linguistic competence refers to the teacher's command of the language being used, which is essential for conveying content clearly. Walsh (2011) introduced the concept of "classroom interactional competence," which refers to a teacher's ability to manage interactions in ways that promote learning. This includes the effective use of questioning, feedback, and classroom discourse to scaffold student understanding. ...
This study examines the communicative needs of English teachers, aiming to identify key challenges and design need based pedagogical interventions to enhance their efficiency in the classroom and educational settings. Through a quantitative method involving surveys, and classroom observations, the study explores areas where teachers come across difficulties, including vocabulary usage, grammar application, non-verbal communication, classroom management, student engagement, drafting curriculum vitae, etc. Analysis of the collected data reveals frequent barriers that hinder clear communication, with particular emphasis on managing discussions, encouraging student participation, and adapting language use to various situations. The findings show that the development of a comprehensive pedagogical course focused on addressing these challenges through practical strategies, communication exercises, and skill-building activities will be highly useful. By bridging communicative gaps, this course intends to prepare teachers with the tools needed to develop a more comprehensive learning environment. The study contributes to the broader field of teacher education by emphasizing the importance of communicative competence and suggesting methods that can be customized to enhance teaching effectiveness. 1. Introduction With growing importance of global communication as the world is becoming more dynamic than ever, people are learning English all around the globe (Mackey,2002). According to Flowerdew (2012) two key forces are seen as driving future needs analyses and curriculum development in ESP: technologization (Integrating technology) and transnationalization (communication among nations), aspects of which are interrelated. Globalization has been propelled by advancements in technology and advancements in communication techniques. In Asian and European contexts, for example, the significance of email for effective workplace written communication transnationally has been highlighted in a number of recent needs analyses researches. Technology not only had a significant influence on professional communication styles, but it is also utilized frequently in assessments of English as the primary language of the office. Pakistan has also been among the countries influenced by the supremacy of English language use in education and employment, which stems from its historical roots. Teachers in non-native English speaking countries, such as Pakistan, especially those coming from public sector face difficulty in communicating in English despite having an understanding of language; they are unable to communicate fluently. English for Specific purpose (ESP) is a growing yet impactful way to gain optimum output from the learners. To be effective in the global educational context of today, teachers must be highly proficient in the English language. This enhances their access to international resources and makes it possible for them to participate in professional development activities and foster a more
... Recent studies focusing on SETT framework (Ghafarpour, 2017;Li & Walsh, 2023) highlight benefits such as enhancing language teachers' cognition as well as their pedagogical and practical knowledge in addition to raising interactional awareness. The comprehensive nature of the SETT framework in the sense that it covers all aspects of teacher talk and the opportunities it creates for reflective practices makes it a valuable tool for teacher training programs, which is a fact pointed out in the literature as well (Seedhouse, 2004;Walsh, 2006Walsh, , 2011Walsh, , 2013Huan & Wang, 2011;İnceçay, 2010;Sert, 2010Sert, , 2019. The SETT framework has been widely researched in reference to experienced in-service teachers; however, there are relatively fewer studies on pre-service teachers on the subject in the extant literature (Aşık & Kuru-Gönen, 2016;Korkut & Ertaş, 2017;Sert, 2010). ...
... The transcriptions in the study corpus were coded in accordance with the modes and interactional features in the SETT framework (Walsh, 2011). The Transana 2.10 version (Woods, 2006) were employed in the coding process and edited by two experienced coders who are both EFL teacher educators. ...
The ultimate goal of English Language teaching is to help learners attain effective interaction skills. It is necessary to observe and explore classroom interaction systematically and closely in order to reach this ultimate goal. Hence, this qualitative case study focuses on the differences between pre-service teachers (PSTs ) and in-service teachers (INTs), particularly regarding how they managed and shaped interaction in the classroom via the Self Evaluation of Teacher Talk (SETT) framework (Walsh, 2006). The data for the study was collected from the transcriptions of the video recordings of English as a Foreign Language (EFL) 9th graders in a private high school setting in Türkiye. A total of 200 minutes of lesson time was transcribed for the INTs and 240 minutes of lesson time was transcribed for the PSTs. The Transana 2.10 version was utilized for the transcriptions (Woods, 2006). A micro-analytic perspective was adopted for the transcriptions of recordings and two coders coded the transcripts using the SETT framework. Frequencies and percentages of the categories in the framework were compared and it was observed that while INTs used all classroom modes with varying frequencies, PSTs tended to use specific modes more frequently than others. The differences were observed to affect the resulting interactional patterns in the classroom. The study elaborates on these differences and their impact on the training of pre-service teachers.
... Penelitian ini menyelidiki model pola dan interaksi multimodal dalam wacana kelas dengan membandingkan dua strategi yang digunakan oleh guru pemula dan guru yang sudah berpengalaman. Penelitian ini menggunakan kerangka kerja wacana kelas yang diusulkan oleh Walsh (2011) dan interaksi multimodal (SF-MDA) oleh Norris (2004Norris ( , 2019 di dua kelas dengan dua guru yang berbeda. Hasilnya, analisis interaksi multimodal menyatakan bahwa guru pemula dan guru berpengalaman memiliki dimensi interaksi yang berbeda dalam meningkatkan kemampuan siswa dalam belajar bahasa terutama bahasa inggris sebagai bahasa asing berdasarkan kesalahan dalam pemerolehan bahasa. ...
... Lebih jauh lagi, gerak interaksi dan strategi modalitas memainkan peran penting dalam wacana kelas, hal ini menggarisbawahi segala sesuatu yang terjadi di kelas (Ardiansah, 2018;Suherdi, 2009;Walsh, 2011). Ini merupakan elemen inheren dari proses negosiasi dan interaksi yang memfasilitasi dan mendorong siswa dalam belajar. ...
Interaksi kelas adalah kerangka kerja metodologis holistik yang mengintegrasikan pembelajaran bahasa secara verbal dan non-verbal dalam proses belajar mengajar. Dalam konteks penggunaan bahasa di bidang pendidikan saat ini, khususnya di ruang kelas, para guru perlu memahami bagaimana guru dapat menggunakan metode pengajaran yang seimbang di ruang kelas, hal ini juga berkaitan dengan pola penggunaan bahasa, dan interaksi terdepan dalam pembuatan makna. Analisis wacana kelas memfasilitasi pengguna bahasa untuk menciptakan iklim yang positif dalam proses belajar mengajar. Penelitian ini menyelidiki model pola dan interaksi multimodal dalam wacana kelas dengan membandingkan dua strategi yang digunakan oleh guru pemula dan guru yang sudah berpengalaman. Penelitian ini menggunakan kerangka kerja wacana kelas yang diusulkan oleh Walsh (2011) dan interaksi multimodal (SF-MDA) oleh Norris (2004, 2019) di dua kelas dengan dua guru yang berbeda. Hasilnya, analisis interaksi multimodal menyatakan bahwa guru pemula dan guru berpengalaman memiliki dimensi interaksi yang berbeda dalam meningkatkan kemampuan siswa dalam belajar bahasa terutama bahasa inggris sebagai bahasa asing berdasarkan kesalahan dalam pemerolehan bahasa. Selain itu, guru juga meningkatkan fokus siswa pada pola pembelajaran yang benar dengan meningkatkan proses interaksi didalam kelas. Dengan demikian, guru pemula dan guru yang sudah berpengalaman sama-sama menggunakan pola wacana kelas berdasarkan teori Analisis Wacana Kelas. Wacana menjadi pendekatan metodologis yang merupakan analisis berlapis-lapis di balik komunikasi verbal atau lisan untuk mengidentifikasi sumber daya interaksi yang digunakan. Implikasi dari penelitian ini yaitu Analisis Wacana Kelas dengan Model IRF meningkatkan kepercayaan diri, kefasihan siswa, dan kemampuan siswa dalam belajar bahasa Inggris sebagai bahasa asing.
... Classroom interaction has been an interest of studies for more than fifty years (Walsh, 2011). It aims to unveil the interaction in the classroom by establishing an "emic perspective", which relates the analyses to the interactants' responses within the scope of "turn-allocation" (Seedhouse, 2005). ...
... Given that enriched CIC allows for more learning opportunities, it is crucial to raise teachers' awareness of CIC to improve their resources to understand and improve the interaction in the classroom. With this concern, different interactional strategies like fostering a collaborative learning environment, encouraging student contributions, and involving students in discussions have been suggested (Walsh, 2011). By implementing these strategies, teachers can enhance their classroom interaction competence, leading to more effective and engaging learning experiences. ...
This case study aimed at raising teacher awareness of classroom interactional competence regarding pedagogical goals and interactional features in Walsh’s (2003) Self Evaluation Teacher Talk (SETT) framework. To this end, the data were obtained from an in-service EFL teacher’s video-recorded teaching in two main phases: 1) the teacher’s four hours of classes were analyzed to characterize the modes by the researchers, after which the teacher was informed about the modes and SETT framework in an interview, and 2) the teacher was self-reflected on his another four hours of teaching by characterizing the modes. The findings analyzed through content analysis revealed that the meetings were insightful in fostering teachers’ awareness of classroom interaction skills since the teacher performed a high level of accuracy in characterizing classroom modes and the deployment of related terminology. In addition, self-talk had a positive contribution to the reflection process, enabling a dialogue on troubles in classroom interaction and the teacher’s resistance with justification in dialogues signposted a need to highlight the value of dialogue besides teacher awareness.
... Teacher A's interaction pattern was more concentrated and less flexible than Teacher B's, reflecting the impact of different pedagogical approaches. This observation aligns with Walsh's (2011) findings that classroom questioning patterns were influenced by factors such as teaching materials, classroom management, skill objectives, and classroom atmosphere. Although both teachers instructed intermediate Chinese speaking classes to parallel classes from the same department using the same textbook, the contrasting approaches of Teacher A and Teacher B highlight fundamental differences in teaching philosophies that significantly shape classroom interactions and learning outcomes. ...
... Moreover, [9] emphasize that video warranted and grounded assertions, articulations, and arguments. Moreover, [10] highlights that videos enable educators to observe the nuanced aspects of classroom dynamics, such as elements of teacher communication. This method is especially beneficial for enhancing awareness of interactive elements like requests for clarification, display questions, and teacher echoing. ...
Using a video to reflect teaching practice in EFL settings has been widely investigated. However, EFL preservice teachers’ engagement in video stimulated reflection (VSR) process in teaching practicum context has been under researched. To fill this gap, this study aims to examine how EFL preservice teachers engaged in VSR during their teaching practicum. The phenomenological approach combined with the case study was used to make sense of EFL preservice teachers’ experience in reflecting their teaching practices stimulated by video during their teaching practicum. Data of the study were garnered from EFL preservice teachers’ multiple reflective writings. To ensure the accuracy and to avoid misinterpretation of the data, member checking was done. Engagement framework proposed by Bowden and Naumann was used as an analytical tool of the present study. The findings of the study revealed that EFL preservice teachers were cognitively, emotionally, socially and behaviorally engaged in video-stimulated reflection during their teaching practicum. These empirical findings provide insighs that EFL preservice teachers’ behavioral, emotional, social and cognitive engagement can be promoted through VSR that is crucial to improve their teaching quality. Recommendation and future studies are also discussed.
... It supports H2 and represents Copland et al. (2014) and Walsh (2011), who found that trained teachers better control dynamic and encourage participation. Such practice is important in overcrowded or mixed ability classes. ...
Abstract
This study provides a contextually grounded investigation into the effect of the Certificate in English Language Teaching to Adults (CELTA) on the professional growth of English teachers working in Syria—an educationally fragile, conflict-affected country. Employing a convergent parallel mixed-methods research design, the study triangulates quantitative survey data with qualitative insights derived from semi-structured interviews and classroom observations. It aims to determine CELTA certification findings in pedagogical improvements and reflective competencies compared to non-certified peers. Findings suggest that CELTA-trained educators exhibit significantly higher proficiency in communicative methodology, classroom management, metacognitive reflection, and language awareness. However, the transferability of CELTA's pedagogical models is moderated by infrastructural constraints and the sociocultural particularities of the Syrian context. The study concludes with recommendations for adaptive, longitudinal teacher development pathways and contributes to the global dialogue on sustainable teacher education in crisis-affected regions.
Keywords: CELTA, teacher education, professional development, Syria, reflective practice, fragile contexts, ELT, mixed-methods research
... Jackson & Cho, 2018;Sun & Van Es, 2015;van Es et al., 2017), this claim was also supported by researchers of classroom discourse and interaction who have documented strong links between awareness and knowledge of classroom interaction (i.e. Classroom Interactional Competence, Walsh, 2011) and teacher development (Sert, 2019;. Empirical research that focused on teachers' investigations of their classroom interactions showed how both pre-service and in-service teachers change (over time) their elicitation (Carpenter, 2023), questioning (Bozbıyık et al., 2021), interactional feedback (e.g. ...
In this paper, I investigate a group of student-teachers’ insights into an artificial intelligence (AI)-powered automatic question-detection tool designed for reflective practice: Question Bot (QBot). Six student-teachers (STs), who were enrolled in a secondary school teacher education program in Sweden, volunteered to use QBot to analyze their own classroom discourse and to reflect on their teaching. Findings based on the thematic analysis of interviews show that QBot promotes noticing and pattern identification. Furthermore, it facilitates reflection on and for action. STs reported that AI assistance is desirable, and some even argued that AI input should precede human feedback in post-observation feedback sessions. STs also reported a need to develop other AI features for detecting gaze, gestures, silence, feedback, voice pitch, and code-switching.
... The role of teachers' questioning strategies in classroom interaction has been extensively discussed in the field of second language acquisition (SLA) and education. Questioning is a fundamental pedagogical technique that facilitates classroom discourse, engages students in cognitive processes, and fosters interaction between teachers and students (Walsh, 2011). Studies have shown that questioning can stimulate students' critical thinking, encourage participation, and enhance comprehension in language learning contexts (Ellis, 2012;Waring & Hruska, 2012). ...
Teacher questioning plays a crucial role in shaping student engagement and learning outcomes in English as a Foreign Language (EFL) classrooms. However, previous research indicates that many EFL teachers predominantly use display questions, which limit students' opportunities for critical thinking and communicative competence. This study investigates the types of questions employed by teachers in an EFL classroom at SMAN 3 Enrekang and examines their impact on student participation. Using a qualitative descriptive approach, data were collected through classroom observations and video recordings, which were analyzed using Miles and Huberman's interactive model. The findings reveal that display questions were the most frequently used, followed by yes/no, referential, and open-ended questions. While display questions effectively assess comprehension, they often elicit brief, factual responses rather than promoting in-depth discussion. In contrast, referential and open-ended questions, though less frequent, encourage longer, more meaningful student responses, fostering higher-order thinking. Challenges such as curriculum constraints, student language proficiency, and teacher questioning habits contribute to the limited use of diverse questioning strategies. These findings suggest that EFL teachers should adopt a more balanced approach to questioning, incorporating both lower-order and higher-order questions to enhance classroom interaction. The study highlights the need for teacher training programs to equip educators with effective questioning techniques and recommends further research on the long-term impact of questioning strategies on language acquisition. By refining classroom discourse, this study contributes to improving pedagogical practices and fostering active student participation in EFL learning environments.
... Instead of focusing on curriculum content or general pedagogic methods and principles, this study contributes to L2 classroom interaction and CSL pedagogy by analyzing the social interaction as an actual site of teaching and learning (McHoul & Watson, 1984;Walsh, 2011). Due to various limits, this study focuses on CSL teachers' participation framework shifts after an individual student produces a sufficient response. ...
This study investigates how expert teachers of Chinese as a second language (CSL) shift the participation framework from a dyadic conversation between the teacher and an individual student (T-S) to a three-party conversation between the teacher, the individual student, and other students (S-T-SSS), specifically, after the individual student provides a sufficient response. Data analysis of college-level CSL classroom recordings shows that these shifts appear in different sequential positions to complete three common pedagogical actions, including eliciting a choral repetition, highlighting important information, and displaying an affective stance. Expert teachers orchestrate a variety of multimodal semiotic resources to perform such shifts and pedagogical actions, which maximize student engagement in multiple dimensions in the CSL classroom.
... This feeling of efficiency and independency results in better cognitive absorption and longer time spent on accomplishing language acquisition goals, which ultimately leads to a higher level of English language attainment [2,27]. Research has also indicated that teacher talk in terms of use of open-ended questions, urges to expand and generate more language use, and generic prompts that allow students to take over the conversation, enhances students' language development by involving them actively in language use and critical thinking [28,29]. These interactional properties of teacher talk are not only beneficial in offering complex forms of input but also in contributing to the development of a stimulating social context that enables learners to engage in repeated acts of target language use. ...
While prior studies provide valuable insights into the role of teacher talk and its impact on learning outcomes, there remains a need for further research on how contextual factors may interact with student perceptions to influence language learning. This study explores how students’ perceptions of teacher talk influence their English language learning outcomes, focusing on the mediating roles of student enjoyment and emotional exhaustion, as well as the moderating role of self-efficacy. The research involved a cross-sectional survey with 357 university students, and the data were analyzed using structural equation modeling (SEM). Findings affirm that mindful perceptions of teacher talk enhance students’ enjoyment level thus the achievement of better English language learning. On the other hand, negative perceptions result in a condition known as the emotional exhaustion which has negative influence on learning experience. Contrasting with emotional exhaustion, student self-efficacy was established to moderate interaction with enjoyment and increase the impact of advantage on language attainment. Such results emphasize the necessity of constructing positive and stimulating teacher-student communication as well as the enhancement of student’s perceived self-efficacy.
... Hyland and Hyland [18] identified culturally informed feedback as essential in addressing sensitive topics, with indirect approaches preferred in collectivist cultures like the Gulf. Similarly, Walsh [19] observed that teacher talking time (TTT) reflects cultural expectations, where high TTT signifies authority in hierarchical settings but may stifle interactive learning opportunities. ...
This study explores the influence of cultural taboos on English Language Teaching (ELT) within the Arab Gulf region, where societal norms and Islamic traditions significantly shape pedagogical approaches. It identifies educators' primary challenges, such as navigating culturally sensitive topics like religion, gender roles, and family dynamics, which impact curriculum design, classroom interactions, and material selection. A recent literature review and thematic analysis reveal strategies for addressing these challenges, including contextualised materials, role-playing, and reflective exercises. These methods indirectly enable teachers to engage with cultural taboos, fostering student participation while respecting local sensitivities. The study emphasises the importance of intercultural competence as a critical skill for educators, equipping them to mediate cultural dynamics and create inclusive learning environments. Findings indicate that culturally responsive teaching facilitates language acquisition and promotes empathy and understanding among students from diverse cultural backgrounds. Implications include the need for ongoing professional development for ELT practitioners, focusing on strategies to balance cultural respect with pedagogical objectives. Addressing these issues, the research contributes to advancing culturally competent language education, offering practical solutions for integrating cultural sensitivity into ELT practices in the Gulf region and beyond.
... In addition, for the analysis of the collected data in the classroom interaction phase and post-conference interaction, we followed the procedures of conversation analysis, which are laid out by Walsh (2011) and specifically apply to teacher classroom interactions. First, the recorded audio files of the post-conference sessions were transcribed for a detailed analysis. ...
Decision‐making and pedagogical reasoning are two of the underlying skills in language teaching. Integrating sociocultural theory (SCT) into teachers’ classroom decisions can be one novel way to inform their decisions with pedagogical reasoning. This study adopted peer coaching as an SCT‐oriented inquiry‐based approach to professional development and drew on the concepts of the zone of proximal development and mediation. Two novice teachers of English participated in the study. The data were collected through documentation, classroom observation, teachers’ self‐reflection, and video‐stimulated recall within the context of online teaching during the Covid‐19 pandemic. Conversation analysis and qualitative content analysis of the data showed that the peers scaffolded each other's decisions, actively applying the key tenets of mediation using each other, the video recordings, and the metalanguage they had mastered as mediational resources to achieve their goals in language teacher learning. The findings offer practical implications for teacher educators to implement this mediational approach to professional development in their teacher education programs.
... Tai (2024a) examines how an ethnic minority English Medium Instruction mathematics teacher's use of the iPad expands his range of multimodal resources to support ethnic minority students' learning of mathematical knowledge and academic language. He argues that using translanguaging as an analytical lens can further develop Walsh's concept of Classroom Interactional Competence (CIC) (Walsh, 2011). This perspective allows researchers to better understand the teacher's ability to utilize a diverse array of linguistic, multimodal, and technological resources to create a translanguaging classroom environment conducive to interaction and learning in an EMI setting. ...
The articles in this special issue of Learning and Instruction emphasize four major research areas that have developed in Content and Language Integrated Learning (CLIL) education: (1) the role of translanguaging practices in CLIL classrooms, (2) the use of technological resources to create a technology-mediated translanguaging space in CLIL classrooms, (3) CLIL teachers’ awareness of the pedagogical philosophies of translanguaging, and (4) the role of translanguaging in designing CLIL assessments. This introduction will start by discussing the articles in this special issue and highlighting important theoretical and methodological themes. It will also examine the implications of using translanguaging as a methodological framework in CLIL research, which would help teachers and researchers to gain a deeper understanding of the meaning-making processes in CLIL classrooms. Additionally, this introduction will offer future research directions on dynamic multilingual practices in CLIL classrooms.
... These programs traditionally concentrate on subject-specific preparation and training in classroom methodology. Walsh (2011) highlights the scarcity of emphasis on classroom discourse and language teaching within teacher education programs, asserting that improvements in classroom processes hinge on teachers' ability to engage with their local context. In line with this perspective, this study aims to uncover language teachers' implementation of critical pedagogy, explore classroom interaction dynamics, and identify strategies to prompt teachers to delve into the nuanced aspects of their classroom discourse within multicultural contexts. ...
This paper explores the challenges and opportunities of implementing critical pedagogy (CP) in Nepal's higher education, using qualitative methods within critical and interpretive paradigms. Drawing on interviews, classroom observations, and student focus groups, it explores how Nepal’s cultural, institutional, and socio-economic context shapes educators' efforts to foster critical thinking, social consciousness, and transformative learning. The study highlights both barriers, such as linguistic diversity, infrastructural limitations, and teacher preparedness, and opportunities, including student advocacy against inequalities, concept-based teaching, and local government support. Emphasizing cautious implementation to address potential risks, it underscores CP's transformative potential in addressing disparities, challenging dominant knowledge, and fostering dialogue for societal harmony
... In its strictest form, the IRF cycle features a fixed sequence: the teacher poses a question, a student responds, and the teacher provides evaluative feedback. However, a broader understanding recognizes the IRF structure as more flexible, encompassing not only the basic moves of initiation, response, and feedback but also extended sequences (Walsh, 2011) or repetitions of certain move (Hellermann, 2003) within the IRF cycle to stimulate deeper student thinking. Moreover, the sequences of the IRF cycle can be utilized as a pedagogical tool to sustain students with learning difficulties. ...
This study aimed to identify effective teacher-student dialogues in online one-on-one tutoring sessions for primary mathematics. A total of 35 online videos of one-on-one tutoring sessions focused on the topic of fractions were collected and transcribed into textual data. Two key methods were employed to analyze the data. First, a hybrid coding scheme combining the Initiation-Response-Feedback (IRF) model with scaffolding techniques was used to code teacher-student dialogues from each tutoring session to categorize the session into one of two groups: the more effective tutoring and the less effective tutoring group, based on the presence of indicators suggested by the literature. Second, lag sequential analysis (LSA) was applied to compare dialogue patterns between the more and less effective tutoring groups at a more fine-grained level. Our results indicate that tutors who employed a variety of strategies, including modeling and diverse scaffolding techniques, were more effective in engaging students and addressing their learning needs. This study suggests that adaptive tutoring strategies are crucial for enhancing student understanding in primary mathematics. Future research could further refine these approaches with inputs from human experts and explore their application in different educational contexts, such as developing AI-powered chatbots capable of providing adaptive scaffolding to students beyond the classroom.
... In addition, though the analysis presents nuanced meaning-making dynamics, the findings do not comprehensively represent the range of sequence features for this activity type or learner levels due to the sample size. As Walsh (2011) argued, "If we want to look for evidence of learning, we should begin by focusing on the words and interactions of the learner" (p. 188). ...
This study investigates how lower-level English language learners achieve and maintain intersubjectivity and navigate through co-constructed framings during context-embedded tasks such as improvised role-play. In language education settings, activities associated with interactions often reflect multi-layered participant orientations beyond mere linguistic execution. From the perspectives of ethnomethodology and conversation analysis, linguistic actions are effective only when they are intersubjectively understood: the complexity of an activity necessitates corresponding levels of intersubjectivity for smooth progression. A close examination of sequence development in role-play activities shows how intersubjectivity is preserved as interlocutors engage in aligning and affiliative moves to avoid potential disruptions and maximize mutual contributions. Interlocutors’ progressive inputs are integrated as intersubjectively sustained elements of ongoing interaction framings only when collaboratively developed by the participating parties. The analysis also addresses the impact of online communication tools, acknowledging their increasingly essential role in online teaching. The results suggest the need for a dynamic concept of ‘framing,’ replacing ‘frame,’ and recommend that conversation analysis should account for the multi-layered contexts of surrounding activities.
... "The second part of this research focused on the examination of classroom questioning practices and associated beliefs among instructors. As decades of studies by Dillon (2007), Cazden (2001, and Walsh (2002Walsh ( , 2006Walsh ( , 2011 have shown, practically every classroom environment is characterized by almost constant use of instructors" questioning nature. The EFL classes in this study did not exhibit any variation, since the act of questioning by teachers was a prevalent occurrence in the discourse of every classroom. ...
This study investigates the beliefs of Iraqi male and female EFL learners about their teachers' questioning practices and examines the functions these questions serve in the classroom. Employing a mixed-methods approach, the study combines qualitative data from video-recorded classroom observations with quantitative data from survey questionnaires distributed to fifty first-year students at Open Educational College in Iraq. The findings indicate that both male and female learners recognize the communicative potential of teacher questions but highlight issues such as wait-time management, the need for revision time, and additional motivational activities. Gender differences were significant, with female learners more likely to express the need for teacher encouragement to participate. Discourse analysis revealed that teacher questions serve evaluative and discursive functions, promoting engagement and preventing communication failures. The study underscores the importance of addressing learners' concerns through targeted professional development to enhance questioning strategies, ultimately improving EFL classroom interactions and learning outcomes.
... This study is part of an extensive technology-enhanced reflection and teacher-development project at a university in Hong Kong to support STs' development of Classroom International Competence (CIC, i.e., teachers' ability to "use interaction as a tool for mediating and assisting learning" [38] (p. 132)) during their final year teaching practicum from January to April 2021. ...
This research responds to the increasing call to hone Student Teachers’ (ST) skill of selective attention or professional noticing as an essential early step toward developing noticing in the classroom environment. Furthering the line of research on teacher noticing via videos, this study aims to identify the distinguishing features of STs’ noticing in a Corpus Linguistics approach and enhance our understanding of STs’ habitual ways of thinking, doing, and feeling in using videos to reflect collaboratively. Participants were 40 final-year STs majoring in English Language Education and five tutors from the same university. During their 8 weeks of professional practicum, STs recorded their classes and reflected on their practice using the Self-Evaluation of Teacher Talk through Video Enhanced Observation (SETTVEO) tag set and as part of online professional learning communities. A 200,000-word Corpus of Dialogic Reflection (CoDR) was constructed and analysed using the #LancsBox 6.0 tool. Findings highlight novice teachers’ unconsciousness or problematisation of their personal agency, haste in proposing alternative practices, and cognitive or emotional dissonance when they analyse their own videos in group settings. This study has implications for the guidance needed in technology-enhanced dialogic reflection. It suggests how teacher educators could tailor their support to the reflective and professional needs of novice teachers for a more productive, transformative reflection and teacher-learning experience.
... Conversation Analysis is an offshoot of ethnomethodology and thus is regarded as a sociological approach. Ethno-methodologists are primarily concerned with the tacit rules which regulate the taking-up by speakers of the running topic, and hence the change-over from speaker to speaker (Walsh, 2011). Conversation analysis is an important approach to discourse analysis (Olateju, Oyebode, & Ademilokun, 2014). ...
Over the years, several reality competition shows have sprung up for different purposes. These shows have created various opportunities for the masses that pick interest and participate in them. To some, it is a medium for entertainment and to others, a source for amassing fame and wealth. Also, participants in these shows communicate with one another as the shows provide different avenues for discussion. So, the longer time spent in these shows, the more the discourse. Big Brother Naija is a reality competition show where the participants who are called housemates engage in conversations amongst other things. However, a form of orderly conversation that occurs during the course of this show is the conversation engaged in the diary room of the big brother house. These conversations are called diary sessions. This paper thus, examines some verbal exchanges that occurred between some housemates and big brother in the show, using conversation analysis as the theoretical framework. Conversation analysis involves concepts such as turn allocation and topic management which explain organisation in a discourse. Therefore, the framework is centred on understanding the focus on a particular topic through questions, understanding topic control in conversations and how different participants can create and organise a verbal discourse. Furthermore, the findings of this study reveal the intricacies involved in engaging in an organised spoken discourse and the underlying importance of topic management in realising an orderly verbal discourse.
... positif. L2 Learning Experience yang positif tercermin dalam terciptanya atmosfer pembelajaran yang supportif, berkurangnya kecemasan dalam penggunaan bahasa target, serta meningkatnya motivasi partisipasi dalam aktivitas pembelajaran.Implementasi empat mode interaksiWalsh (2011) dalam pembelajaran menunjukkan keberhasilan integrasi kesantunan dalam manajemen kelas. Dalam mode manajerial, data protokol menunjukkan efektivitas dalam pengorganisasian pembelajaran dengan pendekatan santun, pemberian instruksi yang jelas dan tidak mengancam, serta pengelolaan transisi pembelajaran yang lancar. ...
This investigation examines the implementation of linguistic politeness in English as Foreign Language (EFL) instruction in Karawang, with particular emphasis on faculty-student interactions. Utilizing an ethnographic qualitative methodology, the research encompasses one faculty member and thirty-five, first-semester students. Data acquisition was conducted through non-participant classroom observations and semi-structured in-depth interviews. The findings demonstrate that the faculty member systematically implemented politeness strategies through indirect communication and face-threatening acts management. The incorporation of Sundanese cultural values in instruction was manifested in the utilization of address systems and modifications in communication approaches. The implementation of politeness significantly contributed to the enhancement of students' communicative competence and the establishment of a conducive learning environment. This research underscores the significance of integrating linguistic politeness and indigenous cultural values in EFL instruction to facilitate pedagogical effectiveness.
... A general characteristic of task instructions is that they are 'activity types that our common sense […] does not immediately or generally associate with social interaction' (Mondada & Pekarek Doehler, 2004: 505). They are assumed as the non-interactional parts of the lesson, described previously in classroom discourse research as procedural contexts (Seedhouse, 2004) and managerial mode (Walsh, 2011). ...
... However, for teachers to develop an understanding and skills in classroom interaction, they need to engage in reflective practices with a focus on classroom interaction using videos of their own lessons (see Sun & van Es, 2015). The benefits of reflecting on classroom interaction has encouraged researchers to combine reflective cycles with a classroom interaction focus (see Walsh, 2011;Sert, 2021). Teachers have been supported to reflect on micro-details of their classroom interactional practices together with peers and mentors using videos of their lessons in teacher education contexts (e.g., IMDAT framework, Sert, 2015Sert, , 2019; also see Waring & Creider, 2021;Carpenter, 2023), which helped teachers transform the ways they communicate with students during lessons. ...
Decades of classroom interaction research has shown that the ways teachers ask questions, respond to student utterances, use gestures, and manage multilingual resources can facilitate or hinder language learning opportunities. These research findings, however, cannot provide one-size-fits-all solutions for teachers to resolve problems related to classroom interaction. Developing skills in managing and conducting successful classroom interactions involves reflecting, with peers or knowledgable others, on one’s own classroom interactions, and taking action to change classroom teaching practices. This may require bringing together the expertise of classroom interaction researchers and language teachers, who can collaborate to create action research partnerships. Against this background, this chapter focuses on the effects of collaborative action research (CAR) on creating awareness for and change in classroom interaction practices. In order to show the impact of CAR, we present findings from a university–school partnership project in which an experienced upper-secondary school teacher and a university-based researcher/teacher educator in Sweden utilised a mobile video observation and reflection tool to focus on classroom interaction in English lessons. We demonstrate how the implementation of CAR facilitated interactional awareness and change in classroom interaction practices over time, including the use of English and Swedish in teaching, as well as the amount of time spent on different modes of classroom communication. We argue that a CAR approach to classroom interaction can be transformative for teachers and can be adopted to facilitate continuous professional development by both novice and experienced teachers.
... The core content of SETT consists of two parts, one is the macro-level four types of interaction modes (managerial mode, materials mode, skills and systems mode, and classroom context mode). [2] The other part is the teaching objectives and interactional features of the four modes. ...
In foreign language teaching, teacher talk is not only a medium used to impart knowledge and manage classrooms, but also an important source of comprehensible input for students. The Self-Evaluation of Teacher Talk (SETT) framework proposed by Walsh provides a new approach for the study of teacher talk. Therefore, this study applies the SETT framework to the research of English teacher talk in junior high school, aiming to discover the typical interactional features of English teacher talk in junior high school and put forward some suggestions for the teachers, hoping to facilitate them to use the SETT framework for self-evaluation and other-evaluation of teacher talk.
... Students who can speak English well have a greater chance of further education, of finding employment and gaining promotion. The primary goal of teaching learners the language skills is to enable students to have a good command of both spoken and written communications [1,5,9,10,22]. In real life, people generally may need to inform, convince, or share ideas. ...
Most commonly it is agreed that politeness is reflected in the pragmatic use of language. Although the politeness phenomenon is universal, with many expressional similarities, each language possesses norms and ways of expressing politeness within a given cultural context. Politeness has connection with everyday life such as with greeting, inviting, helping, apologizing, opinions, advice, questioning and suggesting information etc. English speaker tourists most frequently visit and resident in Hawassa City-Ethiopia and have cultural and communication exposure. However, many Ethiopian students are observed incompetent in this regard. Thus, the current study was intended to improve EFL learners’ polite requesting skills in some selected situations both in classroom contexts and outside contexts. For this purpose, the pre-experimental research design was employed to the study, and twenty students (10 females and 10 males) were randomly selected by lottery system from the 9th B classroom. This makes 22.2% of the population in the class. Six politeness genres were selected from the students’ English textbook for explicit lesson intervention. Based on Written Discourse Completion Test (WDCT) instrument prepared from these contents, both pretest and posttest conditions were administered to the selected students. Also cooperative learning strategies such as role play, pair work, group discussion, extemporaneous speeches on situations, cooperative jigsaw, interactive discourse, timed interview, Think-Pair-Share (TPS) were utilized during the lesson sessions. Then, frequencies, means, standard deviations, variances and percentages were used to obtain the main findings. On pretest, students have scored the overall 27.16% (mean, 8.15) regarding all polite request situations. However, it was found that the posttest scores showed great difference about 78.3% (mean, 23.5) in all situations. The study has also sought which request contexts grade nine students improve best as a result of the explicit instruction. Although students have improved performance in all tested situations, they had showed very significant change on request for apology followed by for help. In apology situation the students have achieved 90% and the least in preference scenario which is 65%. Thus, it is recommended that learners have to be explicitly taught in context of these language genres to develop learners' communicative abilities in the area. Teachers should devote time to instruct on this language content [polite request] as it is everyday encounter in one's life. Syllabus designers also should allot much time and tasks on the area so that school teachers give attention to areas.
... Teacher discourse refers to the language used by teachers during classroom instruction and plays a crucial role in shaping classroom dynamics and influencing student learning outcomes. In foreign language teaching, it serves a dual role as both the medium of instruction and a model for students' language use (Walsh, 2011). The term "Discourse Analysis" gained prominence following the publication of Harris's (1952) seminal paper, "Discourse Analysis." ...
This study, grounded in Systemic Functional Linguistics, examines the form and distribution of mood and modality in English classroom discourse by the winner of the Special Prize at the 12th "Foreign Language Teaching Society Cup" National College Foreign Language Teaching Competition (English Major Group). It reveals how interpersonal meaning is realized in the teacher's discourse and explores teacher-student relationships. The analysis shows a predominant use of the declarative mood, followed by interrogative and imperative moods. This balance reflects the teacher's dual role as both knowledge disseminator and facilitator of student participation, steering away from a wholly authoritative position. Minimal use of the imperative mood suggests discussions are mainly informational, reducing student pressure and promoting an equal and harmonious classroom atmosphere. Declarative moods serve multiple functions, whereas interrogatives stimulate student engagement. Modal preferences indicate a balance between directive and facilitative communication, emphasizing low modal values to foster respect and a student-centered approach. This strategy illustrates the teacher's respect for students, embracing roles such as guide and observer, and offers insights for creating inclusive and effective university English classrooms.
This chapter examines classrooms as a social context where teachers use language as a communicative system to facilitate learners’ thinking and learning, while learners use language to demonstrate their thinking and understanding. It draws on sociocultural perspectives of learning, and views language as not only a social tool to communicate but also a cognitive tool to process and manage meaning. Using sample classroom interactions from English language lessons as well as lessons of other curriculum subjects where English is used as a medium of instruction, the chapter explores patterns of language use found in teacher’s talk and learners’ talk during lessons. Specifically, it focuses on features and functions of teacher’s questions, scaffold/feedback, and instructions given during lesson transitions from whole-class teaching to group work. The chapter aims to provide insights into the important roles teacher’s discourse plays in promoting learners’ active engagement during lessons and facilitating their thinking.
The current study examined the perceptions of classroom interaction of 40 final-year undergraduate students studying in the Department of English at the University of Dhaka in Bangladesh. The study aimed to investigate their attitudes towards classroom interaction, the extent to which they participated in it and the challenges they faced during classroom interaction. The study used a five-point Likert Scale questionnaire survey, which included 27 close-ended and an open-ended item. The data on the close-ended items were analyzed using Microsoft Excel Spreadsheets (version 16.0.16924.20064.) and Google Forms (version 4.0.2). Descriptive statistics (means, standard deviations and percentages) were calculated for each variable of the close-ended items. The open-ended data were analyzed thematically. The results revealed that the students had positive attitudes towards classroom interaction. They tended to participate more in student-to-student interaction than teacher-to-student interaction; however, the percentage of their participation in classroom interaction was not satisfactory. Inappropriate seating arrangement, limited time, dominance of a particular group of students, the teachers’ preference of delivering lectures to communicative activities, overcrowded classrooms and affective constraints (e.g., lack of confidence, shyness and anxiety) were the major challenges that the students faced during classroom interaction. Recommendations were offered to teachers, students and institutional administrations to increase students’ participation in classroom interaction. In addition, it acknowledged its limitations.
The relationship of language and power has been studied from various perspectives. Since different forms of power exist in the classroom, especially in the language classroom setting, educators or stake holders are facing even more challenges. To make a relatively systematic description and analysis on this subject, this study adopts a quantitative approach to conduct the review using CiteSpace software 5.8 R3, with the support of which we can visualize the information collected from Social Science Citation Index (SSCI) and Arts and Humanity Citation Index (AHCI). The findings indicate that the high-yield countries studied in this field include the United States, England and Canada which are also countries of significant number of immigrants. Besides, and hot research topics include applying critical discourse analysis and critical literacy in the language classroom, enhancing the research of power in language education, and constructing learners’ identity in language classroom.
This study aims at analyzing features of teacher talk in teaching speaking. The subject of this study were English Teacher and 40 students at first grade of SMA Negeri 20 Medan. The data were collected through the following: observation, and audio recording. In this research, the FLINT is used to identify the categories of teacher talk occur during the learning process. Moreover, this study is conducted in the form of descriptive qualitative research where the researcher as the non-participant observer on the classroom. From the data that has been taken, it is obtained that the categories of teacher talk used by the teacher in teaching speaking in the first grader of SMA Negeri 20 Medan are deals with feeling, praises or encourages, jokes, uses ideas of students, repeats students response verbatim, ask questions, gives information, corrects without rejection, give direction, criticizes student behavior, and Criticize student response. The finding of the study showed that there are eleven features of teacher talk occur in English classroom interaction and the dominant feature of teacher talk was ask questions (40.2%). The feature of teacher talk which is dominantly used by the teacher help students more active in the class because the teacher gave the oppurtunity to the learners to deliver their ideas, and try their ability in speaking skill.
Students who use augmentative and alternative communication (AAC) systems experience participation barriers in fast-paced classroom discussions due to the extensive time required to compose and formulate contributions with AAC relative to spoken language. One instructional practice educators use is to call on a student who uses an AAC system to prepare a contribution while instruction continues and then come back for the student's response later. The principles of conversation analysis were used to record, transcribe, and analyze use of this call-on-and-come-back practice by a teacher and a speech and language pathologist during group instruction with a boy who used AAC. Using a participation framework, the analysis suggests the call-on-and-come-back practice did little to address the participation barriers and instead introduced new challenges to participation using an AAC system. Given that this practice promoted student exclusion, disengagement from the group discourse, competing demands for attention, and missed learning opportunities, caution should be used when considering its use with children who use AAC systems.
The relevance of this article stems from the lack of research in communicative strategies of interaction with preschoolers. At the same time, the federal state educational standard of preschool education implies the need for interaction aimed at the development of the child's personality between children and adults, including teachers. In addition, there is currently an increased demand for teaching foreign languages at preschool age, but specialised training for this is not conducted in most universities. The purpose of the article is to consider in detail the features of interaction in the process of teaching a foreign language to preschool children and use them to identify the knowledge and skills necessary to work with this age group. As a result of the research literature analysis, the features of interaction with preschool students in a foreign language classroom were established, allowing for the proposal of a taxonomy of strategies, knowledge, and skills necessary for teaching a foreign language to preschoolers. An experimental use of the methodology of their development was carried out in two groups of students at the Faculty of Foreign Languages and Regional Studies of Lomonosov Moscow State University by means of a workshop. The results of the study demonstrate that, while the workshop had a positive effect on the future foreign language teachers’ skills of interaction with preschoolers in the classroom, one class was not enough to develop the necessary strategies, knowledge, and skills.
Im Rahmen der universitären Lehrerausbildung bietet die deutsche Abteilung der Kyoto-Sangyo-Universität einen viersemestrigen Didaktikkurs an. In den von mir unterrichteten zwei Semestern verbinde ich inhaltliches und sprachliches Lernen, wobei der inhaltliche Fokus weniger auf linguistischem Fachwissen und didaktischen Theorien als auf praxisorientierter Vermittlung von Unterrichtskompetenzen liegt. Nach einer kurzen Einführung zur Deutschlehrerausbildung in Japan (Abschnitt 1) , stelle ich in Abschnitt 2 meinen Unterrichtskontext vor und erläutere Inhalte und Materialien meines-in der Zielsprache Deutsch durchgeführten-Fachunterrichts. Anschließend beschreibe ich im Hauptteil dieses Aufsatzes (Abschnitt 3) Konzeption und Ergebnisse eines qualitativ-ex-plorativen Forschungsprojekts, in dem ich vier meiner Studierenden bei der Planung, Durchführung und Refl exion ihrer Lehrproben begleitete. Anhand von video-oder audiographierten Lehrproben untersuchte ich, welche Handlungs-kompetenzen auf Seiten der studentischen "Lehrkräfte" zu beobachten sind. Nach einer Beschreibung des Forschungsprozesses (Erhebung, Aufbereitung, Auswertung und Analyse der Daten) werden in Abschnitt 3.7 anhand von Transkriptionsbeispielen und anderen Daten wichtige Ergebnisse meiner Untersuchung präsentiert. Grundsätzlich lassen sich meine Beobachtungen innerhalb des pädagogischen Rahmenmodells von Legutke & Schart (2016) in den zwei Kompetenzdimensionen "Lehren und Lernen" sowie "Identität und Rolle" verorten. Für die Ergebnisdarstellung der Lehrproben selbst orientiere ich mich diskursanalytisch u. a. an dem SETT-Modell von Walsh (2010) und dem Konzept der classroom interactive competence (Walsh 2011). Auch wenn solch ein universitärer Didaktikkurs in Hinsicht auf eine 1 Dieser Text basiert auf meinem Vortrag auf der AGT 2019 und wurde als Kurzfassung unter dem Titel "Ergebnisse eines Praxisforschungsprojekts im Fachkurs Didaktik" im Tagungsband publiziert. Fachkurs Didaktik an einer japanischen Universität-Konzeption und Ergebnisse eines qualitativ-explorativen Forschungsprojekts 1 Carsten WAYCHERT
In TBLT research, there is a noticeable lack of attention to the use of tasks with whole classes. This study seeks to address this gap by investigating the discourse of whole-class task-based teacher-student interaction compared to other types of teacher-student interaction in EFL classrooms in a primary school in China. A total of 223 pedagogic sequences from 16 EFL lessons taught by Chinese teachers to Grade 1 to 5 primary school student were recorded, transcribed, and coded as tasks or non-tasks using the four defining features of tasks proposed by Ellis and Shintani (2014. Exploring language pedagogy through second language acquisition research. London: Routledge ). The analysis revealed that 95 sequences were task-based, 44 were non-task-based (i.e. they contained none of the four task features) and a further 84 sequences were also non-task-based but contained some but not all the four task features. In terms of the discourse features of task versus non-tasks sequences, task sequences had a higher ratio of teacher talk to student talk, a higher frequency of IRF exchanges, a lower frequency of teacher-class interaction, a lower frequency of teacher-initiated exchanges, a higher frequency of FoM exchanges and a lower frequency of FoFs exchanges, and a higher frequency of both display and referential questions. Overall, the findings provide process-oriented evidence for the distinctiveness of task-based teacher-student interaction.
Il presente contributo analizza l’uso del focus group come strumento innova- tivo per l’insegnamento dell’italiano come lingua straniera, evidenziandone le differenze rispetto ai metodi didattici tradizionali, spesso caratterizzati da una gerarchia asimmetri- ca tra insegnante e studenti e da giudizi valutativi. Il modello del focus group, invece, è cen- trato sugli studenti e promuove conversazioni cooperative in un ambiente non giudican- te. Lo studio include risultati di una ricerca qualitativa condotta su interazioni tra appren- denti estoni e russi iscritti a un corso di italiano di livello A2 presso l'Università di Tallinn. Analizzando i focus group per 12 mesi, si osserva che la maggior parte degli studenti risponde positivamente al feedback correttivo dei parlanti nativi, imitandone il linguag- gio e i marcatori del discorso (effetto specchio). Inoltre, il processo conversazionale di gruppo permette agli studenti di sostenersi reciprocamente, co-costruendo e interioriz- zando la conoscenza linguistica durante l’apprendimento.
Este artículo aborda la competencia interaccional de aula en el contexto de clases sincrónicas en tiempo real, utilizando plataformas de aprendizaje, en el nivel superior. En esta modalidad es importante conocer si se cumplen los objetivos de las clases propuestos para la presencialidad, específicamente lo relacionado con la facilitación de la comunicación docente-discente, negociación de significados, y aprendizaje de fórmulas y rutinas. Lo anterior es crítico para una mayor comprensión de la dinámica del aula virtual de inglés por la parte estudiantil ya que existen dudas relativas a la calidad de las versiones virtuales de las clases presenciales. Para este estudio se trabajó con una muestra de 100 estudiantes universitarios de la Escuela de inglés, a quienes se les aplicó una encuesta de 10 preguntas con escala de Likert. Los resultados revelan conciencia de la dinámica de aula y de aspectos de la comunicación necesarios para una comunicación positiva y constructiva en el aula de inglés en la población estudiantil. Las implicaciones indican la posibilidad de analizar el discurso de aula virtual por medio de transcripciones de lo expresado y discutido en sesión. Igualmente, el levantamiento y estudio de transcripciones permitiría futuros estudios comparativos con respecto a las clases presenciales. Estos resultados ayudarían a argumentar con evidencias a favor o en contra de las clases virtuales de inglés para los estudiantes de la especialidad de la Universidad de Panamá.
The study explores teachers’ perception of the level of involvement of academic researchers in participatory action research and outlines some possible strategies to enhance communication during the process of co-creation. Data were collected within a pilot action that involved 159 pupils and 16 teachers in a preschool and a primary school in Italy. Throughout the research process, researchers tended to limit their direct interventions in the planning and implementation of the activities in order to avoid surreptitiously shaping the activities from their epistemically authoritative position. This choice was effective in promoting teachers’ and children’s ideas and resulted in a set of activities that positively impacted everyday school life. However, the analysis of the post-hoc interviews illustrates that several teachers evaluated this posture negatively. It is argued that these negative evaluations point to a dilemma that researchers inevitably face when adopting a methodological framework based on co-creation. On the basis of this critical appraisal of teachers’ perceptions, the article outlines some implications for researchers’ professional practice and some possible strategies to improve communication in the field.
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