Interactional patterns in Singapore's English classrooms

Vaish, Viniti

doi:10.1016/j.linged.2008.05.007

Cited by 22 publications

(22 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Most of the IRF patterns and display questions required student responses about vocabulary in the text and their understanding of the text. The prevalence of the IRF patterns in lower secondary classrooms is similar to findings of international researchers including Hardman et al (2003), Abd-Kadir & Hardman (2007), Vaish (2008), andWedin (2009). The dominance of teachers' display questions confirms the findings by Rohmah (2002), Tulung (2006), and Arifin (2012).…”

Section: Discussionsupporting

confidence: 86%

“…These researchers found that the IRF (Initiation, Response, Feedback) pattern of teacher-student interaction dominated the classroom interaction and limited students' ability to contribute to classroom activities. This pattern of interaction did not achieve the communicative goals of English language instruction (Hardman et al, 2003;Abd Kadir & Hardman, 2007;and Vaish, 2008).…”

mentioning

confidence: 73%

See 1 more Smart Citation

Classroom Interaction Strategies Employed by English Teachers at Lower Secondary Schools

Suryati

2015

TEFLIN

View full text Add to dashboard Cite

This article reports a study on teachers' use of interaction strategies in English Language Teaching (ELT) in lower secondary level of education. The study involved eighteen teachers from Lower Secondary Schools in Malang, East Java. Classroom observation was selected as a method in this study by utilizing Self Evaluation Teacher Talk (SETT) as the instrument. SETT, developed by Walsh (2006), was adopted as the observation protocol as it characterises teacher-student interaction. Thirty lessons taught by 18 teachers were observed. The findings revealed that much of the teacherstudent interaction in Lower Secondary Schools centred on the material mode, skill and system mode. The most frequent strategies were initiation response feedback (IRF) patterns, display questions, teacher echo, and extended teacher turns, while students' extended turns were rare. It is argued that in order to improve the Indonesian ELT, there is a need to provide an alternative to ELT classroom interaction. The article concludes by highlighting the importance of adopting some classroom interaction strategies that are more facilitative to students' oral communicative competence.

show abstract

Section: Discussionsupporting

confidence: 86%

mentioning

confidence: 73%

Classroom Interaction Strategies Employed by English Teachers at Lower Secondary Schools

Suryati

2015

TEFLIN

View full text Add to dashboard Cite

show abstract

“…In sum, they were very detailed in preserving sequential aspects but failed, from our point of view, in structuring and quantifying wide samples of data for generalizing other than their specific cases. In comparison, descriptive studies based on wide samples (e.g., Myhill, 2006; Vaish, 2008; Wells & Arauz, 2006) have offered a quantitative picture of the three‐move patterns (or of single parts of them), providing more room for generalization, but the approach was so motionless that it lost the sequential and dynamic features of interaction. Both approaches have considerable merits, but we think it is time to go beyond the limitations outlined above (Gnisci & Bakeman, 2007).…”

Section: Introductionmentioning

confidence: 99%

A sequential analysis of classroom discourse in Italian primary schools: The many faces of the IRF pattern

Molinari¹,

Mameli²,

Gnisci³

2012

Brit J of Edu Psychol

View full text Add to dashboard Cite

show abstract

“…According to [2], the IRF routine was successfully applied and replicated in informal peer-to-peer foreign language interactions. Vaish employed IRF exchanges in English courses at elementary and junior high schools [3], while Mondada and Doehler taught children aged 10-12 years old French as a second language with the IRF sequence in Switzerland [4]. Although effective language interaction through IRF dialogue can improve student understand-ing, and language teachers can correct language errors by providing feedback, teachers must contend with heterogeneous language ability levels of students and limited class time, which are the main challenges encountered when teaching [5]; Pauli also found that teachers often ask new questions or offer further explanations without explicitly reviewing the answer or statement of the student [6].…”

Section: Introductionmentioning

confidence: 99%

Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System

2017

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

Abstract-Computer-supported language learning has the potential to promote relevant work in support of instant, interactive language discourse that fulfils educational purposes and fosters individual language learning. This study presents an interactive IRF-based English grammar learning assistant system (EGLA) that aims to improve students' grammatical knowledge and correct their grammar errors and misspellings if they have any. A quasi-experimental design is adopted to examine its effects on an English grammar achievement test for three classes of junior high school students. These three classes were assigned to the experimental group and control groups A and B. The experimental group used EGLA that harnessed IRF moves, control group A used EGLA but without IRF moves, whereas control group B received an IRF-based English grammar discourse from an English tutor in the classroom. The results demonstrated that the experimental group was significantly better than control group A, but was not significantly different from control group B. The results are discussed, and directions for further investigation are provided.

show abstract

Interactional patterns in Singapore's English classrooms

Cited by 22 publications

References 9 publications

Classroom Interaction Strategies Employed by English Teachers at Lower Secondary Schools

Classroom Interaction Strategies Employed by English Teachers at Lower Secondary Schools

A sequential analysis of classroom discourse in Italian primary schools: The many faces of the IRF pattern

Investigating the Effectiveness of an Interactive IRF-Based English Grammar Learning System

Contact Info

Product

Resources

About