Mediating L2 Learning Through Classroom Interaction

Walsh, Steve; Sert, Olcay

doi:10.1007/978-3-030-02899-2_35

Cited by 7 publications

(2 citation statements)

References 41 publications

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“…There is a widely shared acknowledgment of the pivotal role played by interaction in fostering language acquisition (Gass, 1997;Gass & Mackey, 2006;Walsh, 2006;Walsh & Sert, 2019). This recognition extends to the realm of online language learning, as evidenced by the works of Ko (Ko, 2022), Lim and Aryadoust (Lim & Aryadoust, 2022), and Zhang et al (Zhang et al, 2022).…”

Section: Elt Online Teaching and Learning Processesmentioning

confidence: 99%

Analyzing Patterns of Classroom Interaction In An Elementary English Online Teaching and Learning Processes

Vineki Riyadini,

Basikin

2024

JEEYAL

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Interaction plays a pivotal role in English teaching and learning processes. The patterns of interactions in classroom activities highly influence the success of the teaching-learning process. This study aimed to describe the classroom interaction patterns in an online teaching and learning process through a qualitative approach using the Flanders' Interaction Analysis System (FIAS). This study is focused on the young learner classroom interaction at the elementary school level. An English online class was observed and recorded to collect the data. The data were confirmed by interviewing the English teacher. The findings revealed that the dominant patterns of interaction that emerged in the online teaching and learning processes were asking questions (Teacher's Talk) and giving responses (Students' Talk). The patterns of interaction were produced from teacher and student(s) and student(s) and student(s) interactions concerning the teacher talk and the students' talk categories used in the online teaching and learning activities. By understanding classroom interaction patterns, the results can be worth considering in selecting activities to support students in improving their full potential in teaching and learning processes. Besides, classroom interaction plays a crucial role in achieving the intended goals in the teaching and learning processes.

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Section: Elt Online Teaching and Learning Processesmentioning

confidence: 99%

Analyzing Patterns of Classroom Interaction In An Elementary English Online Teaching and Learning Processes

Vineki Riyadini,

Basikin

2024

JEEYAL

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“…Students can then be given greater support and develop their own IC; learning how to interrupt politely, give feedback to other students, demonstrate “listenership” (McCarthy, 2003), encourage participation, and so on are all elements of IC which could be trained. In EMI content‐area subject lessons, the teachers can better engage students in academic conversation, for example, by means of questioning, increased wait time, reduced teacher echo, evaluative feedback (including the shaping of learner contribution), and multimodal and multilingual resources (Urmeneta & Walsh, 2017; Walsh, & Sert, 2019) and provide them with interactional space to articulate their understandings (Llinares & Morton, 2010). They should also create a safe environment where “students are not afraid of being penalized or mocked by peers” and “develop a positive self‐image through their interactions” (Urmeneta & Walsh, 2017, p. 186).…”

Section: Summary and Implicationsmentioning

confidence: 99%

English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence

Chan

Walsh

2023

Int J App Linguistics

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The use of English in international communication has focused scholarly attention on L2 learners’ development of interactional competence (IC), that is, the ability to co‐construct interactions purposefully and meaningfully in specific contexts. Under Hong Kong's bilingual education policy, students mainly learn and speak English in two classroom contexts: (1) English language and (2) English‐medium‐instruction (EMI) content‐area subject lessons, which may contribute to their IC development. This study compared the English‐speaking/learning experiences of students in these two classroom settings in three Hong Kong secondary schools. Task‐based language teaching (TBLT) was the recommended teaching approach in the English language subject in all these schools, but they adopted different medium‐of‐instruction arrangements in content‐area subjects. Their students also had different academic attainments. The investigation adopted a case study approach consisting of a questionnaire and semi‐structured focus group interviews (N = 160). Our findings suggest that students generally lacked opportunities to speak English, regardless of the specific school‐based policies. The higher‐proficiency students were given more opportunities to speak English in group/pair activities both in English language and EMI content‐area subjects. In contrast, the lower‐proficiency students received more explicit teaching of the linguistic forms/structures required in English examinations. The paper concludes by highlighting several critical issues concerning students’ IC development in bilingual education, namely, the effects of English‐medium education on students’ speaking ability, implementation of TBLT, the influence of examinations on teaching practices, and teachers’ role in promoting students’ interactional competence through classroom interactions.

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An exploratory study of English-language learners’ text chat interaction in synchronous computer-mediated communication: functions and change over time

Zhang

Zheng

Tian

2022

Computer Assisted Language Learning

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Mediating L2 Learning Through Classroom Interaction

Cited by 7 publications

References 41 publications

Analyzing Patterns of Classroom Interaction In An Elementary English Online Teaching and Learning Processes

Analyzing Patterns of Classroom Interaction In An Elementary English Online Teaching and Learning Processes

English learning and use in Hong Kong's bilingual education: Implications for L2 learners’ development of interactional competence

An exploratory study of English-language learners’ text chat interaction in synchronous computer-mediated communication: functions and change over time

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