English language teaching
Sama Ghadiri; Zia Tajeddin; Minoo Alemi
Abstract
Objective: Research on corrective feedback (CF) in L2 pragmatics instruction, especially in online teaching, is still in its infancy. To address this gap, this study sought to examine the types of CF provided by EFL teachers in online classes in response to the learners’ pragmalinguistically and ...
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Objective: Research on corrective feedback (CF) in L2 pragmatics instruction, especially in online teaching, is still in its infancy. To address this gap, this study sought to examine the types of CF provided by EFL teachers in online classes in response to the learners’ pragmalinguistically and sociopragmatically inappropriate production of the binary speech acts of request and refusal.Methods: Eighteen hours of online classroom interaction data were analyzed using conversation analysis and a taxonomy that classifies feedback into implicit and explicit input-providing and output-prompting CF.Results: The findings of the study showed that explicit output prompts were largely applied by teachers as the most frequent type of CF. The teachers tended to use prompting questions and metapragmatic clues to help learners better understand request and refusal speech acts, rather than directly offering input or reformulation. In addition, because of the face-threatening nature of speech acts of refusal and request, the teachers applied explicit output prompts as corrective feedback to reinforce the accuracy of learners’ production.Conclusions: It can be concluded that the online mode of instruction can impact the explicitness of pragmatic CF. This research is of great value for teachers to employ both implicit and explicit types of CF to develop learners’ competency in pragmatics in online instruction.
English language learning
Mohadeseh Asghari; Minoo Alemi; Zia Tajeddin
Abstract
Teachers' decision-making and pedagogical reasoning and their improvement are key to the effectiveness of teaching. Although a number of studies have been conducted on these issues, there is still not enough information about teachers' interactive decision-making and pedagogical reasoning, and teachers ...
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Teachers' decision-making and pedagogical reasoning and their improvement are key to the effectiveness of teaching. Although a number of studies have been conducted on these issues, there is still not enough information about teachers' interactive decision-making and pedagogical reasoning, and teachers also do not have the necessary skills in this area. To address this gap, the current multiple case study investigated four novice EFL teachers' decision-making and their underlying pedagogical reasoning in implementing instruction. The result of the constant comparative and categorical content analysis on the ten-session classroom observations and the transcribed stimulated recall interviews indicated common themes, including teachers' overusing of learners' L1, excessively using the deductive approach to teaching, failing to incorporate technology but using available resources in class during instruction, using whole-class or individual instructional techniques, and rarely emphasizing on learners' knowledge of the world. The targeted teachers made such decisions to perform their predetermined responsibilities, transfer the correct information, motivate learners, manage time, and help learners toward their language achievement. This study has implications for teachers to reflect on their instructional decisions and pedagogical reasoning, and for managers to provide them with opportunities for reflection.
