An Ecological Perspective on the Interactive Second Language Classroom

Chappell, Philip

doi:10.1057/9781137008787_1

Cited by 8 publications

(10 citation statements)

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“…This might also be due to the fact that it was the first time the students participated in such a technology based language class, being at a school with no computer or Internet access. The advantages of group work (Chappell, 2014;Storch & Wigglesworth, 2007) were evident in the students' comments on how group members solved problems. As one participant put it, "we overcame the difficulties we encountered together".…”

Section: Discussionmentioning

confidence: 99%

“…Bunun nedeni, öğrencilerin ilk kez böyle bir teknolojiye dayalı dil dersine katılmaları, bilgisayar ve internet erişimi olmayan bir okulda bulunmaları olabilir. Öğrencilerin grup üyelerinin problemleri nasıl çözdükleri konusundaki yorumları grup çalışmasının avantajlarını (Chappell, 2014;Storch & Wigglesworth, 2007) ortaya koyar niteliktedir. Bir katılımcının dediği gibi, "karşılaştığımız zorlukları birlikte aştık.…”

Section: Bulgular Ve Tartışmaunclassified

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Technology Integration Designed to Scaffold 5th Graders in Task-Based Language Teaching

BAŞARAN

Kartal

2022

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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The purpose of this study was to develop, implement, and evaluate technology enhanced scaffolding design in Task Based Language Teaching (TBLT) for English beginner level students at a middle school with a limited technology infrastructure and low SES profile. The implementation’s effectiveness was assessed by a comparison of pre and posttest data from 38 fifth graders in a control and experimental group, as well as an analysis of the latter’s responses to classroom tasks and feedback questions collected periodically. While both groups progressed, the experimental group significantly outperformed the control in the posttest. Paired samples comparisons showed that the learners in the experimental group improved their test scores significantly in all the subtests, while those in the control showed a significant increase only in vocabulary questions. The additional descriptive analysis of the qualitative data collected from the experimental group provided evidence for how this difference occurred. Based on the findings of the study, an amendment to the guidelines for scaffolding design software is suggested from the perspective of teaching English as a Foreign Language (EFL) in limited contexts.

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Section: Discussionmentioning

confidence: 99%

Section: Bulgular Ve Tartışmaunclassified

Technology Integration Designed to Scaffold 5th Graders in Task-Based Language Teaching

BAŞARAN

Kartal

2022

Mersin Üniversitesi Eğitim Fakültesi Dergisi

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“…Teacher‐educators and student‐teachers not only gain access to all related knowledge about learning, using, and practicing how to teach and assess the target language but also construct their identities by using that language in interaction (Chappell, 2014; Walsh, 2013). Therefore, for the study presented in this article, English is not only the means of instruction but also the means through which teacher‐educators and student‐teachers observe and learn how to teach and assess English and how to interact with each other in the classroom (Graves, 2009; K. E. Johnson, 2006, 2009; Nguyen, 2013).…”

Section: Interactional Identities In English Language Education Class...mentioning

confidence: 99%

The enactment of teacher‐educator interactional identities in the classrooms of English language education

Lucero‐Babativa

2023

TESOL Journal

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This research article presents a study on teacher‐educator interactional identities in English language education. The study extends conversation analysis by doing co‐analysis and member‐checking with three participating teacher‐educators to analyze the enactment of their interactional identities in language‐based and content‐based classes in three different undergraduate programs in English language education. Findings discuss the presence of multiple interactional identities composed of varied forms of being and doing as interactants in the occurring organizations of classroom interaction. These findings highlight the relevance of studying teacher‐educator interactional identities to explain how English language education occurs during classroom interaction.

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“…Vygotsky (1989( , as cited in Chappell, 2014) theorises that 'we become ourselves through others'. When applied to second language studies, this theory suggests that social interaction is essential for human learning and that individuals systematically learn skills and knowledge through this interaction and through the mediation of expert others, be they teachers or fellow students (Chappell, 2014). From my teaching experience, in comparing one-to-one and group classes, I have come to the belief that this social interaction aids learning most effectively in group situations since other students can be viewed as experts in their own learning experiences and this allows for mutual aid, which Kurland and Salmon (2006, p.79) see as being 'at the heart of group work practice'.…”

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confidence: 99%

“…Indeed, it is this very sequential or cyclical nature of classes that makes it so difficult for a teacher to join a class in the middle of its lifespan. However, the problem can be eased if explicit account is taken of the relations between what is said in that lesson and what has been said before in the preceding lessons (Chappell, 2014). Therefore, to prepare for my facilitation, I observed two preceding group sessions.…”

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confidence: 99%

From lessons to sessions: How does second language teaching experience translate to psychoeducational group facilitation?

Burke

2017

GPWK

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Reflection on the planning and facilitation of a social work psychoeducational group led to an examination of the transferability of teaching experience. Social interaction in second language studies allows for the learning of skills and knowledge through the mediation of teachers and fellow students. Likewise, psychoeducational groups, in having educational and instructional elements, encourage members to employ learning skills in jointly constructing ideas and strategies related to strengths, emotional resilience and thinking habits. Groupworkers seek to identify and activate the strengths present in members just as teachers do with the knowledge present in students. The communicative approach to language teaching encourages student comfort with working with peers in group tasks so that the teacher becomes facilitator and this translates to psychoeducational groups in terms of mutual aid, anxiety reduction, inclusion and altruism. Group members embrace this and groupworkers benefit from challenging themselves in planning such group sessions. Keywords: social work;, teaching; psychoeducational; mental health; strengths; resilience; groupwork; group work

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An Ecological Perspective on the Interactive Second Language Classroom

Cited by 8 publications

References 0 publications

Technology Integration Designed to Scaffold 5th Graders in Task-Based Language Teaching

Technology Integration Designed to Scaffold 5th Graders in Task-Based Language Teaching

The enactment of teacher‐educator interactional identities in the classrooms of English language education

From lessons to sessions: How does second language teaching experience translate to psychoeducational group facilitation?

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