Constructive or Obstructive Features of Teacher Talk in Iranian EFL Classes

Poorebrahim, Fatemeh; Talebinejad, Mohammad Reza; Mazlum, Farhad

doi:10.17507/tpls.0504.08

Cited by 4 publications

(10 citation statements)

References 6 publications

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“…Realized of his mistake, the students corrected his response and answered it correctly in line 76. Miri & Qassemi (2015), Poorebrahim et al (2015), Wasi'ah (2017). It supports Walsh (2014) statement that teacher echo could become a negative thing if teachers only repeat utterances without knowing the purpose of this feature.…”

Section: Strategies That Supports Students' Learningmentioning

confidence: 79%

“…Research investigation on teacher talk by using SETT that has been conducted (Lucero & Rouse, 2017;Murekson, 2017;Soraya, 2017;Wasi'ah, 2017;Mimma & Syamsul, 2016;Hougham, 2015, Miri & Qassemi, 2015Poorebrahim, Talebinejad, & Mazlum, 2015;Suryati, 2015;Widya, 2015;Shamsipour & Allami, 2012;Wang & Huan, 2011;Inceçay, 2010;Rohmah & Zuhri, 2006). In the English as a Foreign Language (EFL) context, those studies tried to identify features of the teacher's language use and interactional strategies that support or hinder students' learning opportunities.…”

Section: Introductionmentioning

confidence: 99%

“…From the supporting view, confirmation checking, scaffolding, direct error correction, content feedback, and content-based discourse follow-up can support students' learning (Mimma & Syamsul, 2016;Murekson, 2017;Poorebrahim et al al., 2015;Widya, 2015). On the other hand, teacher interruptions and turn completion are said to be become hindrances.…”

Section: Introductionmentioning

confidence: 99%

“…On the other hand, teacher interruptions and turn completion are said to be become hindrances. Extended teacher turn, limited wait-time, extensive repair, and teacher echo erected some obstacles in the way of learners' participation and consequently minimized interactional space (Miri & Qassemi, 2015;Poorebrahim et al, 2015;Wasi'ah, 2017).…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Walsh’s Classroom Modes and Interactional Features of Teacher Talk in Science Class at DCS Semarang

Resania¹,

Rukmini

Yuliasri

2021

EEJ

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This research aims to find out how the realization of classroom modes and interactional features of teacher talk and identify the interactional features that either support or hindrance student's learning in science class elementary level. The descriptive qualitative method is applied in this study. Twelve lessons from 7 teachers were transcribed and analyzed using the Self Evaluation of Teacher Talk (SETT) framework adapted from Walsh (2006) supported by data interview. The findings show that all four classroom modes can be seen in all of the lessons, but classroom context modes were found in a limited portion. The teachers performed all interactional features where the most frequent occurrences are teacher echo, display question, seeking clarification, content feedback, and extended teacher turn. The lesser proportion of the interactional features are scaffolding, extended wait time, referential questions, direct repair, confirmation check, extended learner turn, teacher interruptions, form-focused feedback, and turn completion. From all the interactional features that have been employed, seeking clarification, content feedback, scaffolding, and extended wait time are strategies that potentially support students learning. On the other hand, teacher echo and display questions were found to hindrance students’ learning potentially.

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Section: Strategies That Supports Students' Learningmentioning

confidence: 79%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Walsh’s Classroom Modes and Interactional Features of Teacher Talk in Science Class at DCS Semarang

Resania¹,

Rukmini

Yuliasri

2021

EEJ

View full text Add to dashboard Cite

show abstract

“…The teacher talk is part of the learning process in the classroom, which Cook (2008) defined as a talk carried out by the teacher rather than the learner. Poorebrahim and Talebinejad (2015) said that teacher talks facilitate understanding, building, and regulating communication patterns. Teacher talk has a significant role as an interactive device which can be interpreted as the language used by the teacher as a source of knowledge input, regulates class activities, and communicates language (Yanfen & Yuqin, 2010).…”

Section: Findings and Discussionmentioning

confidence: 99%

Teacher Talks and Their Importance for EFL Learners

Sistyawan

Purnamasari

Azizah

et al. 2022

jees

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In the learning process, the teacher talk is critical because it can help the success of the learning process, especially in mastering English as a foreign language (EFL) at various levels of education. EFL learners need to adapt when they enter the classroom. This narrative review aims to determine the form of teacher talk and its importance to EFL learners at different educational levels. This study uses secondary data from 13 (thirteen) journal articles, which are research results on English teacher talk from various levels of education and settings and published between 2010-2020. The articles were accessed through several databases available to the researchers. All data were synthesized based on two research questions. The results of this study were the discovery of 4 categories of teacher talk forms based on (1) speech modification to facilitate learners, (2) the teacher's role as a facilitator, (3) responses to learners, and (4) their attitude in the classroom. Teacher talk is important because it can provide correct language input to learners and help them develop and improve their ability to speak English. By knowing these results, this narrative review can provide new insights to EFL teachers at all levels of education regarding the forms of teacher talk that they can use and how the talks can help the learning process and outcomes.

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Investigating teacher talk in EAP and EGP classes: In pursuit of communicative features

Ghajarieh,

Mirzabeigi

2023

JARHE

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PurposeThis study aims to explore the communicative features of teacher talk in English for General Purposes (EGP) vs. English for Academic Purposes (EAP) classes in Iranian contexts based on the Self-Evaluation Teacher Talk (SETT) framework.Design/methodology/approachFor the purposes of this study, EAP and EGP classes run by three language instructors and three content instructors were observed and interviews with teacher participants were conducted. The data were analyzed by content analysis, and emerging overarching themes were recorded.FindingsThe findings of this study indicate that the translation of texts into Persian was the dominant theme in classes run by content instructors who were less aware of the communicative features of teacher talk. However, one of the content instructors who was familiar with the communicative features of teacher talk as well as general language instructors were found to be highly aware of the potential of their teacher talk to encourage communication in his classes. The innovative and communicative features in the language/content instructor suggest the importance of teacher agency in bringing change in education at the micro-level. This study has implications for various agencies involved in teaching EAP, EGAP and English for Specific Purposes (ESAP), raising awareness regarding the communicative features of teacher talk as a driving force leading learners and teachers to more communicative opportunities in language classrooms. The findings suggest that teacher talk is an essential component of classroom discourse, shaping students' linguistic and academic development, and that teacher agency is crucial in promoting communicative opportunities in language education. To boost communication, the authors recommend translanguaging with a focus on both communication and optimal use of the mother tongue in EAP classes.Originality/valueThere is little empirical evidence on the communicative aspects of teacher talk in higher education. This study can inspire more parallel research on EAP settings in higher education with a focus on communication and teacher talk features.

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Constructive or Obstructive Features of Teacher Talk in Iranian EFL Classes

Cited by 4 publications

References 6 publications

Walsh’s Classroom Modes and Interactional Features of Teacher Talk in Science Class at DCS Semarang

Walsh’s Classroom Modes and Interactional Features of Teacher Talk in Science Class at DCS Semarang

Teacher Talks and Their Importance for EFL Learners

Investigating teacher talk in EAP and EGP classes: In pursuit of communicative features

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