Strategies Used and Challenges Faced by Thai EFL Teachers When Eliciting Talk During Classroom Interactions in High School Contexts

Bibliographic Data

ID3429941
AuthorsMaura Jane Farrelly (0000-0002-9604-220X, Prince of Songkla University, corresponding author), Kemtong Sinwongsuwat (Prince of Songkla University)
Year2021
Volume11
Issue4
Publication date2021-10-01
Open AccessYes
TypeARTICLE
VenueSAGE Open (JOURNAL)
Journal identifiersISSN: 2158-2440 • E-ISSN: 2158-2440
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/21582440211050385
OpenAlexW3210402644
LanguageEN
Citations received2
References cited41

Utilizing Conversation Analysis, this study examined classroom interactions to identify strategies secondary school teachers used to elicit EFL learners' talk in four micro-pedagogical contexts. How strategies were used, and the challenges teachers faced were also explored. Four Thai teachers of English participated in the study, and approximately 7 hours of video and audio recordings were transcribed and analyzed alongside semi-structured teacher interviews. Overall, the most prevalent strategy used to elicit talk by the four teachers was display questioning, followed by some form of scaffolding strategy, and referential questioning. From classroom observations, the teachers' consistent use of a variety of strategies apparently promoted learners' active participation. Challenges included learners' failure to respond, preference for passivity, lack of active verbal participation, selective answering, and shouted competing responses. It is suggested that L2 learning can be enhanced if teachers are aware of areas which may impede or promote L2 interactional opportunities in the classroom

Conversation · Conversation analysis · English as a foreign language · Mathematics education · Pedagogy · Preference · Communication · Computer Science · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Language, Discourse, Communication Strategies · Psychology

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Open DOIOpen Access