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

Autor/inn/en	Farrelly, Martin James; Sinwongsuwat, Kemtong
Titel	Strategies Used and Challenges Faced by Thai EFL Teachers When Eliciting Talk during Classroom Interactions in High School Contexts
Quelle	In: SAGE Open, 11 (2021) 4, (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Farrelly, Martin James)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-2440
DOI	10.1177/21582440211050385
Schlagwörter	Language Teachers; English (Second Language); Second Language Instruction; Second Language Learning; Questioning Techniques; Classroom Communication; Interaction; Role Playing; Motivation Techniques; High School Students; Student Participation; Barriers; Public Schools; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Befragungstechnik; Fragetechnik; Klassengespräch; Interaktion; Rollenspiel; Motivationsförderung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Public school; Öffentliche Schule; Ausland
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01