Implementing action research to improve L2 classroom communication patterns
A grounded theory analysis approach
Bibliographic Data
| ID | 21600886 |
|---|---|
| Authors | Mansoor Tavakoli (0000-0002-4029-466X, University of Isfahan), Saeedeh Kavoshian (0000-0003-4073-3201, University of Isfahan, corresponding author) |
| Year | 2024 |
| Volume | 32 |
| Issue | 5 |
| Pages | 789-806 |
| Publication date | 2024-10-19 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Educational Action Research (JOURNAL) |
| Journal identifiers | ISSN: 0965-0792 • E-ISSN: 1747-5074 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09650792.2024.2324184 |
| OpenAlex | W4392284844 |
| Language | EN |
| References cited | 38 |
The purpose of this paper is two-fold: it begins by exploring communication patterns in Iranian second language (L2) classrooms, then describes the implementation of action research in two different cycles to enable teachers to identify possible problems in their L2 classrooms and find ways to improve them. Through qualitative analysis of interviews, audio-records, observations, field notes and reflective journals, three main themes were identified, namely, communication patterns in L2 classroom, problems in these patterns, and action research and communication patterns. Two theoretical models for improving communication patterns in L2 classrooms were also established based on the key themes and patterns extracted from the data. The implications of the findings are likely to be of interest to teaching practitioners, teacher trainers, syllabus designers, materials developers, English as a Foreign Language (EFL) teachers, as well as action researchers. However, the findings of the present study should be interpreted within certain limitations, as set out in the article
Action research · Grounded theory · Mathematics education · Pedagogy · Qualitative research · Social science · Sociology · EFL/ESL Teaching and Learning · Online and Blended Learning · Psychology · Teacher Education and Leadership Studies
Teacher-Student Interaction and Language Learning
Basics of qualitative research
The Sage Handbook of Applied Social Research Methods
Dialogue and the Development of Children's Thinking
Classroom dialogue
Student Participation in the College Classroom
The Roles of Third-Turn Repeats in Two L2 Classroom Interactional Contexts
What's the use of 'triadic dialogue'?
Reflection as pedagogy in action research
Teacher–student interactions and feedback in English as a foreign language classrooms
Developing a coding scheme for analysing classroom dialogue across educational contexts
Toward a Definition of Mixed Methods Research
Making Class Participation a Reality
Teacher education students' views on class discussion
Communicating in a second language
Asian students' reticence revisited
Bad Boys and Good Girls? Patterns of Interaction and Response in Whole Class Teaching
Developing a More Interactive Classroom
Dynamic emergence of situational willingness to communicate in a second language
| Citation velocity | historical |
|---|---|
| Highly cited | No |