The use of L1 as a Source of Humour to Facilitate Interaction in EFL Classrooms

Jawhar, Sabria Salama

doi:10.24093/awej/vol9no3.20

Cited by 12 publications

(6 citation statements)

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“…The positive findings, revealed in CA studies in the Arab context, are promising and encouraging (e.g. [Alghasab, 2017]; [Jawhar, 2018]). Therefore, Arab researchers should be encouraged to discover the connection between CA and EFL learning.…”

Section: Summary Of Evidencementioning

confidence: 82%

“…First, there are studies that cover motivational practices that may contribute to professional development. Al-Nofaie [2017] and Jawhar [2018] exemplified humor as an effective motivational practice that engages learners in interaction and creates learning opportunities. Alkhazraji [2018] identified friendly interaction between teachers and students as a motivational practice that assists grammar learning.…”

Section: Review Of Studies On Pedagogical Interaction In Academic Con...mentioning

confidence: 99%

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Mapping Conversation Analysis Studies in the Arab World: Applications and Implications

Al-Nofaie

2023

PDC

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This scoping review investigates the applications and implications of the conversation analysis approach in the Arab world. Specifically, it examines the implementation of conversation analysis by Arab linguists in both foreign language classrooms and social interaction settings. The review identifies gaps in the relevant literature to guide future research. This scoping review is underpinned by the five-stage framework developed by Arksey and O’Malley. The findings reveal that, compared to non-Arab contexts, the literature on this topic in the Arab world is scarce, but there is a growing interest among Arab linguists. The majority of studies reviewed were conducted in college-level English classes, and there is a dearth of studies in school contexts. The studies were categorized based on themes, including the implementation of conversation analysis, context, educational level, type of methodology, and the journal. The findings from interaction in foreign language classrooms were promising, as they provided insights into how learning opportunities might be developed to facilitate teachers’ professional training. Findings related to social interaction, although limited in number, revealed important features of human interaction, such as topic shifting, ending conversations, and the functions of religious markers. The paper concludes with a discussion of the challenges in implementing conversation analysis and calls for future research on this promising approach in the Arab world.

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Section: Summary Of Evidencementioning

confidence: 82%

Section: Review Of Studies On Pedagogical Interaction In Academic Con...mentioning

confidence: 99%

Mapping Conversation Analysis Studies in the Arab World: Applications and Implications

Al-Nofaie

2023

PDC

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“…Secondly, teachers utilise L1 to create and enhance interpersonal relationships and express emotions with students by making jokes, or offering students praise and encouragement (Caldwell-Harris, 2014). Teachers' L1 has been shown to be a source of humour which could minimise learners' tension and increase the learners' interactional competence in the classroom (Jawhar, 2018). Importantly, recently it has emerged that the controlled and well-organised use of L1 in EFL classrooms speeds up L2 learning process (Awada et al, 2020); boosts learners' confidence in L2 productive skills (Nilubol, 2020); and lessens the L2 anxiety level (Bukhari & Aziz, 2020).…”

Section: L1 Use In the L2/fl Classroommentioning

confidence: 99%

Vietnamese Efl Tertiary Teachers’ English Communication In Non-English Major Classes: A Case Study

Tran¹

2021

Preprint

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The way English is taught at all educational levels has been a matter of big concern in Vietnam. This is clearly shown by the National Foreign Languages Project 2020 (phases 2008-2016 and 2017-2025) which aims to renovate all aspects of English teaching including teaching facilities, teacher proficiency, curriculum, assessment methods, and learning outcomes, particularly in tertiary English teaching (Vietnamese Government, 2008). Teachers’ classroom English communication is an important part of English teaching and learning; thus, closely examining how they use classroom English and communication strategies is a necessity. However, most international and Vietnamese research of English communication in English as a Foreign Language (EFL) teaching contexts has focused on the perspectives of learners, with limited attention given to the role of teachers. This thesis fills this gap by examining tertiary teachers’ practices of English communication in relation to learners’ perspectives. This study investigated how English communication was used by five Vietnamese lecturers of English who were teaching non-English major students at two public colleges in Vietnam. This research adopted a mixed methods and qualitative dominant approach. The data were collected via classroom observations, survey questionnaires, individual interviews with lecturers, and focus group interviews with students. Findings reveal that, while most of the lecturers said they used more English than Vietnamese, classroom observation and student interview data suggested that they spent marginally less time speaking English than Vietnamese. Both lecturers and students shared viewpoints on the benefits of an English-only approach, but many did not think this approach would be applicable and effective in classes. Both lecturers and students believed that lecturers’ choice and use of classroom language was predominantly influenced by the desire to ensure comprehension and to provide concern to students. Findings further show seven key communication strategies used by the lecturers, with humour having not been previously identified in communication strategy research. The lecturers’ roles as language users and language analysts are assumed to be mutually interconnected to lead to their practices of communication strategies; and the role of language teachers with their pedagogical learner knowledge shaped their perceptions on the functions and usages of communication strategies. Mismatches between the lecturers’ and students’ perceptions of classroom English communication were also identified. Those mismatches were caused by a limitation on communication at the interpersonal level between the lecturers and students and the particularly hierarchical and formal teacher-learner relationship in Vietnamese culture. To minimise those perceptual gaps, it is recommended that lecturers need to consider the perspectives of students to know what they expect to learn and how to learn that effectively. Lecturers’ classroom communication styles and strategies are also shown to be important to help alleviating those perceptual mismatches. It is also suggested that EFL classrooms should offer features of a supportive and motivating environment such as a well-designed classroom layout, teachers’ systematic corrective feedback, less asymmetrical power, and plentiful interaction opportunities. In the communicative and learner-centred teaching approaches, EFL teaching needs to be innovative to better engage and motivate students and to create more learning opportunities. Taken as a whole, this thesis suggests that socially affective classroom culture plays an important role in students’ foreign language (FL) and second language (L2) learning and development. A positive lecturer-student relationship, a supportive learning environment, and interaction opportunities are the three main factors that can mediate and construct students’ FL/L2 learning. This study also emphasises the essential role of lecturers in shortening the perceptual gaps between them and students and opening learning space for students. Lecturers’ classroom communications strategies are used for communicative, affective, motivational, and pedagogical purposes and can be converted into students’ learning strategies with mediation tools. To improve EFL teaching and learning, this study also recommends an English-dominant teaching policy, job-oriented and communicative-based syllabus and assessment, and frequent teacher self-reflection and students’ feedback. Lastly, the research has useful implications for EFL teacher education and proficiency development.

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“…Another study by Jawhar (2018) showed how the appropriate use of L1 as a source of humour yielded an immense amount of interaction from Saudi students at a language institute. She investigated the effect of "the teachers' competent use of the first language (L1) as a source of humour on classroom interaction and, consequently, learning" via using the micro-analytical approach of conversation analysis (CA).…”

Section: Ic Assessment In the Saudi Contextmentioning

confidence: 99%

A Review of Interactional Competence Assessment in the Saudi EFL Context

AlQahtani¹

2021

IJEL

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Interactional competence (IC) lies at the heart of the communicative skills an EFL learner is supposed to master. This paper investigates the meanings, assessment methods, and implications of IC in a second/foreign language setting and particularly in the Saudi context. The first part charts a theoretical background to the study of language from the early debate of the notions of competence and performance, through the evolution of communicative competence and the emergence of the term interactional competence. The second part of the paper outlines how IC has been described in the literature from multiple perspectives; interactional patterns, resources and strategies, IC authenticity, raters’ interpretations of IC and finally how the term was used in the Saudi context. However, it was aimed through this paper to draw an advantageous picture that provides a comprehensive understanding to how the term interactional competence has been taken up in the field of second/foreign language assessment. Needless to say, IC assessment is still an under-researched field in Saudi Arabia, and needs further efforts from the teachers, researchers and policy makers to provide thorough insights into assessing and employing interactional skills in the Saudi EFL classrooms.

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The use of L1 as a Source of Humour to Facilitate Interaction in EFL Classrooms

Cited by 12 publications

References 0 publications

Mapping Conversation Analysis Studies in the Arab World: Applications and Implications

Mapping Conversation Analysis Studies in the Arab World: Applications and Implications

Vietnamese Efl Tertiary Teachers’ English Communication In Non-English Major Classes: A Case Study

A Review of Interactional Competence Assessment in the Saudi EFL Context

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