English language learning
Masoomeh Estaji; Meisam Mirzaei Shojakhanlou
Abstract
This study explored the representation of the Initiation, Response, Feedback (IRF) cycle in English as a Foreign Language (EFL) classroom. Video recordings have been used to collect data from 10 classes, which were managed by 8 L2 teachers. In total, 900 minutes of video recordings with 784 triadic patterns ...
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This study explored the representation of the Initiation, Response, Feedback (IRF) cycle in English as a Foreign Language (EFL) classroom. Video recordings have been used to collect data from 10 classes, which were managed by 8 L2 teachers. In total, 900 minutes of video recordings with 784 triadic patterns were collected. Using Conversation Analysis (CA), the findings demonstrated that the IRFs in classroom interactions were disclosed in various ways. The coding system revealed that the teachers generally used authentic and focused questions. In the F stage, the teachers used elaboration, scaffolding, correction, and refusal strategies. The F stage was also a rich juncture for local contingencies as the teachers’ productions were contingent on the students’ responses. Likewise, uptake and scaffolding have been important elements in the IRF patterns. The analysis suggests that the third stage can create an ad-hoc co-constructive classroom interaction and provide L2 learners with various learning opportunities.
English language learning
farzaneh khodabndeh
Abstract
Collaborative technologies provide opportunities for English foreign language learners (EFL) to have interactive learning and access to online interactive environments. Interactions that take place between teachers and their students in a classroom context affect learners’ language learning. As ...
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Collaborative technologies provide opportunities for English foreign language learners (EFL) to have interactive learning and access to online interactive environments. Interactions that take place between teachers and their students in a classroom context affect learners’ language learning. As such, this research compared interactions between the instructor and her students and between students themselves that took place in conventional and Learning Management Systems (LMS) classes. Second, two different approaches of teaching grammar (implicit and explicit) in conventional and LMS classes were examined. The participants of this study were selected from 94 students of EFL freshmen at two groups of different teaching classes namely, virtual and conventional classes. Having administered a test of homogeneity, the researcher selected 60 learners. They were assigned into four groups, two experimental and two comparative groups. After the treatment, the results of the pre-and post-tests confirmed the positive effect of teaching grammar both explicitly and implicitly in LMS classes. In addition, examination of interaction patterns revealed that teaching through LMS was student-centered and dynamic in contradiction with the comparative groups. The study can help instructors understand the prospective benefits of teaching on LMS and also improve social interactions among uncommunicative students.