Addressing Learner Hesitancy‐to‐Respond Within Initiation‐Response‐Feedback Sequences

Fagan, Drew S.

doi:10.1002/tesq.421

Cited by 5 publications

(3 citation statements)

References 12 publications

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“…Criticisms of the IRE model have emphasized the limitations to interaction that inhibit higher order thinking skills in a teacher-student-teacher model of discourse. Students rarely speak freely, pose questions, or respond to comments made by other students (Fagan, 2017;Rustandi, 2017). Students volunteer to answer because they are confident in their response whereas those who are less motivated or anxious about either their content knowledge or language proficiency are unlikely to contribute.…”

Section: Understanding Recitationmentioning

confidence: 99%

Understanding Student Perceptions of Class Participation

Wonder

2021

JETHE

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Located in the Philippines, this study explored the perceptions secondary English education majors at a public university in Metro Manila, Philippines, have of classroom participation. Through an open-ended questionnaire and a series of interviews, the researcher found participants defined class participation as “recitation,” such as student responses to teacher-generated questions with limited interaction with peers. Participants also reported a strong power distance relationship between student and teacher and suggested a fear of failure restricted their class participation. Despite these challenges, participants expected their participation to be assessed. When examined through the lens of Willingness to Communicate, student perceptions were contrary to the skills expected of 21st century learners. Understanding the student perception of class participation has the potential to mediate perceptual mismatches and create more effective learning environments.

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Section: Understanding Recitationmentioning

confidence: 99%

Understanding Student Perceptions of Class Participation

Wonder

2021

JETHE

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“…EFL teachers help students to answer difficult questions in many different ways (Fagan, 2014;McNeil, 2012), such as to promote more interaction (Heritage & Heritage, 2013;Lee, 2006;), or by devising different types of questions to prompt students' language production (Engin, 2013;McCormick & Donato, 2000;Yaqubi & Mozaffari, 2011). Fagan (2014) and McNeil (2012) examined how teachers restructured initiating questions to assist students when they struggled to answer difficult questions. McNeil (2012) illustrated how teachers provided communicative moves such as reformulating, repeating or elaborating on the responses.…”

Section: Questioning To Scaffold Studentsmentioning

confidence: 99%

“…For example, teachers might use modification techniques to prompt non-respondents, such as simplifying, restructuring, repeating, exemplifying (Kao, Carkin, & Hsu, 2011;Meng, Zhao, & Chattouphonexay, 2012;Yaqubi & Mozaffari, 2011). Teachers also could manage a lack of student response by offering more wait-time, or inviting an open discussion in pairs or groups (Fagan, 2014;Jiang, 2014;Walsh & Sattes, 2016).…”

Section: Feedback/following-upmentioning

confidence: 99%

Questioning in English as a Foreign Language University Classes

Phan¹

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<p>Vietnam has experienced many changes in education and in teaching and learning English as a foreign language since 1986 (Hoang, 2010). There are ongoing concerns about how to best develop English proficiency in EFL classes, especially how to promote students’ English communicative competency in this context. Questioning is an essential tool to help EFL teachers fulfil instructional goals (Boyd, 2015). Questioning particularly plays an important role in creating interactions to promote student’s English language proficiency in EFL classroom (Tuan & Nhu, 2010). Therefore, my study investigated how teachers and students perceived and used questioning to promote English teaching and learning in tertiary EFL classrooms in Vietnam. This also shed light on the implementation of communicative language teaching (CLT) in Vietnam. My study uses a sociocultural lens, with a qualitative multiple case design (Creswell, 2015; Johnson & Christensen, 2014). The two cases investigate questioning in classes where English was taught as a non-major subject, and questioning in classes where English was taught as a major. Data were triangulated through semi-structured and stimulated recall interviews with eight teachers, focus groups with eight groups of students, and observations of eight EFL classes. Thematic analysis was conducted to analyse data to find out the themes, the “important idea that occurs multiple times” in the data (Johnson & Christensen, 2014, p. 600) Three themes about questioning arose from studying these Vietnamese EFL classes. Firstly, questioning involved communicative interaction, which created opportunities for participants to communicate in the target language. This interaction also empowered students to engage in the lesson. Secondly, using questioning teachers orchestrated learning, diagnosed learning needs, and facilitated classroom relationships. The third theme, “My home, my rules” indicates that questioning was contextually situated. Questioning within these EFL classrooms in Vietnam reflected cultural features, such as the traditional roles of teacher and student, the concern for face or status, and the use of Vietnamese in English classes. My data show that both teachers and students can use questioning to promote language learning through critical thinking and collaborative learning. These are central interactive and communicative skills in tertiary EFL teaching and learning in Vietnam. The effectiveness of questioning in my study depended on teachers’ skills. It was a commonly used technique to develop English language learning. This study proposes an adapted model of learning and teaching to capture EFL learning. The model captures how teachers apply CLT and teach English for different purposes. It also emphasises the contextual features influencing questioning and therefore teaching and learning the target language. In this model, questioning is at the centre, promoting learning relationships among the teacher and students. The study contributes to an understanding of using questioning to promote language learning in EFL classroom in an Asian context, and may be relevant to CLT application for language learning classrooms in a wider international context.</p>

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The Effects of EFL Teachers’ Gender and Experience on Interaction Patterns in Undergraduate Content Classes

Zare-ee

Hejazi

2019

English Teaching & Learning

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Addressing Learner Hesitancy‐to‐Respond Within Initiation‐Response‐Feedback Sequences

Cited by 5 publications

References 12 publications

Understanding Student Perceptions of Class Participation

Understanding Student Perceptions of Class Participation

Questioning in English as a Foreign Language University Classes

The Effects of EFL Teachers’ Gender and Experience on Interaction Patterns in Undergraduate Content Classes

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