A Case Study of an EFL Teacher's Type of Questions: An Investigation into Classroom Interaction

Farahian, Majid; Rezaee, Mehrdad

doi:10.1016/j.sbspro.2012.06.631

Cited by 35 publications

(41 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The following extracts show how the teachers gave instruction during the lesson. Another point, teacher's question is one manifestation of teacher talk and a fundamental discursive tool in the communicative exchanges that serve a natural interaction in the classroom, check comprehension and attention (Hall, 2011;Farahian & Rezaee, 2012), and build understanding of complex concepts (Long et al, 1984, cited in Tuan andNhu, 2010;McCormick and Donato, 2000;Fisher & Frey, 2009). In this part, the teachers play the part of ringmaster; they ask questions.…”

Section: Teachers' Language Accuracymentioning

confidence: 99%

“…The role of the teacher is to make knowledge accessible to students, that is, to provide explanations. There are several ways this might be achieved, from teacher-led deductive explanations to guiding the students through a process of inductive discovery (Tsui, 1995;Farahian & Rezaee, 2012). In explanations, all teachers deliver material clearly.…”

Section: Teachers' Language Accuracymentioning

confidence: 99%

See 1 more Smart Citation

Characteristics of Classroom Interaction of English Language Teachers in Indonesia and Malaysia

Rido

Sari

2018

ijole

View full text Add to dashboard Cite

This study investigated characteristics of classroom interaction of English language teachers in Indonesia and Malaysia, focusing on language accuracy and classroom discourse. A qualitative method was employed in this study while the data was gathered through observation of six teaching sessions of English language teaching in secondary schools, involving three selected Indonesian teachers and three selected Malaysian teachers. The findings reveal that all teachers performed two characteristics of classroom interaction namely language accuracy and classroom discourse. In teachers' language accuracy, the Indonesian and Malaysian teachers delivered pronunciation, vocabulary, instructions, questions, explanations, eliciting information, use of L1, and correction of language errors. They also applied monologue, dialogue, restructure discourse, fill gaps for students lack of language, use of L1/L2 both teachers and students, accepting incomplete answers from students, and accepting one word answers. These categories improved the quality of teacherstudent and student-student interaction. Therefore, the findings might be implemented more widely to enrich both Indonesian and Malaysian English language teachers.

show abstract

Section: Teachers' Language Accuracymentioning

confidence: 99%

Section: Teachers' Language Accuracymentioning

confidence: 99%

Characteristics of Classroom Interaction of English Language Teachers in Indonesia and Malaysia

Rido

Sari

2018

ijole

View full text Add to dashboard Cite

show abstract

“…This result was claimed to be due to the proficiency level of students and inexperienced teachers in order to avoid circumstances under which they have to make complex structured sentences. Finally it was mentioned that although referential questions are more desirable, one cannot conclude that just referential questions are useful for language learning and display ones are not (Farahani, & Rezaee, 2012 …”

Section: A Literature Reviewmentioning

confidence: 99%

Investigating the Nature of Interaction at Elementary and Intermediate EFL Classes

Vahdani

Maleknia

Divsar

2016

TPLS

View full text Add to dashboard Cite

Abstract-Classroom research mainly concentrates on what happens in classrooms and tries to explore these events. One aspect that has been under investigation in this area is 'classroom interaction'. The current work was inspired by Kumaravadivelu's (2006) classification of interaction types: textual, interpersonal and ideational interaction. The main objective of the present study was to investigate the nature of interaction types proposed by Kumaravadivelu, the extent of their occurrence and their contribution to L2 development regarding two levels of Elementary and Intermediate. During data collection process, 20 sessions of EFL classes in a Language Institute were observed and the main events regarding the types of interaction under investigation were written in the form of field notes and audio-recorded for later reflection. The results were analyzed both qualitatively and quantitatively. The quantitative data from the observation were analyzed through inferential statistics. Qualitative analysis of data was carried out through transcription of important events. The quantitative results indicated that the difference between means of time spent on three types of interaction regarding two levels was not significant. For the qualitative analysis, the nature of these three types of interaction was compared based on two levels and some similarities and differences were found. Index Terms-interaction, interaction analysis, textual interaction, interpersonal interaction, ideational interaction

show abstract

“…Lee, 2008;Long & Sato, 1983;Thornbury, 1996;Tsui, 2001;Walsh, 2002). Although both types of questions can serve as a comprehension check or as a means of clarification or confirmation, several studies have found that teachers' use of display questions is less effective than that of referential questions in promoting student opportunities to use L2, despite the excessive use of display questions in teacher-centered EFL classrooms (Farahian & Rezaee, 2012;Qashoa, 2013;Thornbury, 1996). In a study of EFL teachers' question types and syntactic structures in United Arab Emirates secondary school classrooms, Qashoa (2013) found that among 105 questions asked by three teachers, 65 (62% of the total questions) were display questions while only 40 (38%) were referential questions.…”

Section: Introductionmentioning

confidence: 99%

“…On average, referential questions led to longer student responses that included opinions or interpretations of specific topics. However, teachers' abilities to pose more referential questions are often affected by their own language proficiency and experience (Farahian & Rezaee, 2012).…”

Section: Introductionmentioning

confidence: 99%

Technology as an Educational Equalizer for EFL Learning in Rural China? Evidence from the Impact of Technology-Assisted Practices on Teacher-Student Interaction in Primary Classrooms

Jee

Sun

2018

L & L

View full text Add to dashboard Cite

Based on a conversational analysis (CA) of eight videoed EFL lessons from technologyenhanced primary classrooms in a rural suburb of a major city in China, this study examines the nature of technology-assisted practices and their influence on teacher-student interaction in the target language. The analysis revealed that the technology-assisted practices mainly served as an alternative presentation tool to meet a range of traditional pedagogical goals and facilitated minimal spontaneous language use among the students. The findings call for research to explore better pedagogical use of technology to promote students' active language production to truly achieve educational equalization for rural students.

show abstract

A Case Study of an EFL Teacher's Type of Questions: An Investigation into Classroom Interaction

Cited by 35 publications

References 5 publications

Characteristics of Classroom Interaction of English Language Teachers in Indonesia and Malaysia

Characteristics of Classroom Interaction of English Language Teachers in Indonesia and Malaysia

Investigating the Nature of Interaction at Elementary and Intermediate EFL Classes

Technology as an Educational Equalizer for EFL Learning in Rural China? Evidence from the Impact of Technology-Assisted Practices on Teacher-Student Interaction in Primary Classrooms

Contact Info

Product

Resources

About