NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1320382
Record Type: Journal
Publication Date: 2021
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2158-2440
EISSN: N/A
Strategies Used and Challenges Faced by Thai EFL Teachers When Eliciting Talk during Classroom Interactions in High School Contexts
Farrelly, Martin James; Sinwongsuwat, Kemtong
SAGE Open, v11 n4 Oct-Dec 2021
Utilizing Conversation Analysis, this study examined classroom interactions to identify strategies secondary school teachers used to elicit EFL learners' talk in four micro-pedagogical contexts. How strategies were used, and the challenges teachers faced were also explored. Four Thai teachers of English participated in the study, and approximately 7 hours of video and audio recordings were transcribed and analyzed alongside semi-structured teacher interviews. Overall, the most prevalent strategy used to elicit talk by the four teachers was display questioning, followed by some form of scaffolding strategy, and referential questioning. From classroom observations, the teachers' consistent use of a variety of strategies apparently promoted learners' active participation. Challenges included learners' failure to respond, preference for passivity, lack of active verbal participation, selective answering, and shouted competing responses. It is suggested that L2 learning can be enhanced if teachers are aware of areas which may impede or promote L2 interactional opportunities in the classroom.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://bibliotheek.ehb.be:2814
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Thailand
Grant or Contract Numbers: N/A