Learner Initiative in the Spanish as a Foreign Language Classroom: Implications for the Interactional Development

Rodríguez, Jaume Batlle; Wilstermann, Isabel Murillo

doi:10.16986/huje.2018038799

Cited by 5 publications

(5 citation statements)

References 21 publications

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“…The current study highlighted the educational system challenges in Indonesian EFL classrooms, as there is a noticeable adherence to turntaking and sequencing patterns, which are mainly dictated by the teachers, resulting in students being silent, which hinders communication. These findings align with the study by Rodriguez and Wilstermann (2018), which indicates that EFL learners' commitment and linking their participation to turn-taking and sequencing limits interactive outcomes. Additionally, these outcomes are closely connected to the decisions made by the teacher.…”

Section: Discussionsupporting

confidence: 89%

Is Oral Communication Apprehension Reasonable?: A Study on Sociocultural Factors Among Indonesian EFL Learners

Al Awlaqi,

Ghozali

2023

REiLA Journal

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Globally, effective oral communication skills in English as a lingua franca have become increasingly important. However, many EFL learners, including those in Indonesia, experience apprehension about oral communication in culturally diverse environments. This study explores the phenomenon of oral communication apprehension among Indonesian EFL learners, focusing on identifying the sociocultural factors that hinder them. Using a single-case design, classroom observations, learner interviews, and a teacher focus group were conducted. Purposive sampling selected three ninth-grade students from selected private junior high school in Jember, who demonstrated apprehension in oral communication, and two EFL teachers experienced in addressing students' communication apprehension. Data analysis involved Ethnomethodological Conversation Analysis (ECA) and thematic coding. The findings indicate that factors like interruption, overlap, self-correction, self-monitoring, and reliance on the first language (L1) during oral communication contribute to apprehension. Additionally, sociocultural factors such as learners' attitudes, parental language background, language interference, and educational challenges were identified as contributing to oral communication apprehension among EFL learners. This study sheds light on the root causes of learners' struggles, encouraging them to overcome these challenges. It also offers valuable insights for educators to implement strategies that can alleviate the sociocultural burden faced by many EFL learners, especially relevant in Indonesia's context within the expanded circle of English language learning, where cultural nuances significantly influence language acquisition experiences.

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Section: Discussionsupporting

confidence: 89%

Is Oral Communication Apprehension Reasonable?: A Study on Sociocultural Factors Among Indonesian EFL Learners

Al Awlaqi,

Ghozali

2023

REiLA Journal

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“…However, students display their willingness to participate in repair work without being given the floor. Consequently, embodied delegated peer repair might also be considered an affordance to further nonelicited learner initiatives (Batlle & Murillo, 2018; Waring, 2011). Students’ participation without being allocated seems, therefore, to be sensitive to the historicity of classroom interaction (Koole & Berenst, 2008), so as teachers unfold delegated peer repair, students’ nonallocated peer repair becomes more common.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ multimodal resources for delegated peer repair: Maximizing interactional space in whole‐class interaction in the foreign language classroom

Batlle Rodríguez,

Evnitskaya

2024

The Modern Language Journal

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In classrooms, teachers play a fundamental role in managing students’ participation. As part of their classroom interactional competence to maximize interactional space for students’ learning, teachers use multimodal resources to orchestrate turn‐taking, allocate the next speaker, and manage repair sequences. However, little is known about how teachers employ these resources to engage learners in delegated peer repair, that is, repair sequences initiated by a student and solved by another classmate. Adopting a multimodal conversation analysis approach, this study aims to investigate how Spanish‐as‐a‐foreign‐language teachers multimodally manage delegated peer repair in whole‐group interaction by increasing interactional space to promote students’ participation. The findings show that teachers often resort to embodied resources such as gaze, gestures (pointing), and hand and body movements (stepping backward) to engage students in delegated peer repair, leading to increased student participation and autonomy. We end with some reflections on the relevance of the adopted methodology for better understanding how teachers employ multimodal resources to create interactional space and engage students in delegated peer repair, thus promoting learners’ interactional competence in the foreign language. It also suggests some potential implications for teachers’ professional development.

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“…Allowing learners to be active agents in co-constructing meanings by having teachers react appropriately to their attempts to initiate contributions and maintain the floor will likely expose learners to linguistic and interactional resources that support learning. Learners usually abide by the unspoken rules of classroom discourse and regard their participation as assigned by the teacher by means of particular turn-taking and sequence organization patterns they must learn and follow in such a way that the interactional outcomes are closely linked to the teacher's decisions (Rodriguez & Wilstermann, 2018). This may greatly reduce the opportunities for meaning negotiation and involvement that are available in the exchanges and may hinder the role of the teacher as a "facilitator" who can grant greater participation rights (Lee & Ng, 2010).…”

Section: Discussionmentioning

confidence: 99%

Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence

Avila

2019

SSLLT

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The language choices that teachers make in the language classroom have been found to influence the opportunities for learning given to learners (Seedhouse, 2004; Walsh, 2012; Waring, 2009, 2011). The present study expands on research addressing learner-initiated contributions (Garton, 2012; Jacknick, 2011; Waring, Reddington, & Tadic, 2016; Yataganbaba & Yıldırım, 2016) by demonstrating that opportunities for participation and learning can be promoted when teachers allow learners to expand and finish their overlapped turns. Audio recordings of lessons portraying language classroom interaction from three teachers in an adult foreign language classroom (EFL) setting were analyzed and discussed through conversation analysis (CA) methodology. Findings suggest that when teachers are able to navigate overlapping talk in such a way that provides interactional space for learners to complete their contributions, they demonstrate classroom interactional competence (Sert, 2015; Walsh, 2006). The present study contributes to the literature by addressing interactional features that increase interactional space, and an approach to teacher and learner talk that highlights CA’s methodological advantages in capturing the interactional nuances of classroom discourse.

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Learner Initiative in the Spanish as a Foreign Language Classroom: Implications for the Interactional Development

Cited by 5 publications

References 21 publications

Is Oral Communication Apprehension Reasonable?: A Study on Sociocultural Factors Among Indonesian EFL Learners

Is Oral Communication Apprehension Reasonable?: A Study on Sociocultural Factors Among Indonesian EFL Learners

Teachers’ multimodal resources for delegated peer repair: Maximizing interactional space in whole‐class interaction in the foreign language classroom

Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence

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