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Factors Influencing Students' Willingness to Communicate in Korean Elementary School EFL Classrooms
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In: Networks: An Online Journal for Teacher Research (2022)
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| 2 |
Building and Sustaining a Group of Chinese EFL Learners’ Imagined Identities and Agency
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In: Sustainability; Volume 14; Issue 8; Pages: 4659 (2022)
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| 3 |
Understanding Source Use by Undergraduate Post-Novice EFL Writers for the Sustainability Development of Academic Literacy: Abilities, Challenges, and Strategies
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In: Sustainability; Volume 14; Issue 4; Pages: 2108 (2022)
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| 4 |
A Trend Analysis of Research on the Flipped Classroom in L2 Learning before and after COVID-19
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In: Proceedings; Volume 80; Issue 1; Pages: 3 (2022)
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| 5 |
Overall, a Good Test, but…—Swedish Lower Secondary Teachers’ Perceptions and Use of National Test Results of English
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In: Languages; Volume 7; Issue 1; Pages: 64 (2022)
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| 6 |
Language Assessment Literacy of Middle School English Teachers in Mexico
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In: Languages; Volume 7; Issue 1; Pages: 32 (2022)
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| 7 |
Getting Students to Talk: A Practice-Based Study on the Design and Implementation of Problem-Solving Tasks in the EFL Classroom
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In: Languages; Volume 7; Issue 2; Pages: 75 (2022)
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Abstract:
This study addresses a pedagogical practice-based issue, that is, difficulties with eliciting student–student co-constructed oral interaction in the EFL classroom. The study was conducted with a bottom-up approach to pedagogical research through the close collaboration of teachers and researchers who were equal partners in the research team. It was observed that students often engage in parallel monologues or unauthentic question–response sequences when accomplishing oral activities; thus, the research team aimed to design tasks providing opportunities for meaningful, co-constructed talk. The research design involved an iteration of task design and classroom testing in three cycles, and the student–student interaction was analyzed using conversation analysis. Findings show that the divergent problem-based task designed in this process did elicit purposeful and collaborative oral interaction, as the students engaged in co-constructed talk by visibly attending to each other’s turns-at-talk and by formulating fitting turns that fostered the progressivity of the activity. The task also included artifacts (i.e., material objects), the manipulation of which played an important role in the emerging collaborative interaction. These findings suggest that the implementation of open-ended problem-based tasks can develop students’ interactional competence, while the use of artifacts can help students make their reasoning tangible and visually accessible.
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Keyword:
collaborative research; conversation analysis; EFL; interactional competence; materials use; task design; task-oriented interaction
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URL: https://doi.org/10.3390/languages7020075
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| 8 |
A corpus-based study of the acquisition of the English progressive by L1 Chinese learners: From prototypical activities to marked statives ...
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| 9 |
A corpus-based study of the acquisition of the English progressive by L1 Chinese learners: From prototypical activities to marked statives ...
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| 14 |
Investigating the use of literary texts in a pedagogy to teach intercultural communicative competence in an EFL Master’s course in Algeria
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| 15 |
Dicionários de aprendizes : uma abordagem interdisciplinar para o seu aperfeiçoamento
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| 16 |
The Application of Augmented Reality (AR) to Language Learning and its Impact on Student Motivation
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| 17 |
Causal and Semantic Relations in L2 Text Processing: An Eye-Tracking Study
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Nahatame, Shingo. - : University of Hawaii National Foreign Language Resource Center, 2022. : Center for Language & Technology, 2022
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| 18 |
English Language Learners of Chinese Immigrant Families in Canadian Schools
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In: Major Papers (2022)
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| 19 |
EMI and the Teaching of Cultural Studies in Higher Education: A Study Case
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| 20 |
Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers
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In: Journal of Applied Linguistics and Literature, Vol 7, Iss 1, Pp 104-119 (2022) (2022)
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