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

Year: 2021

Type: article

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.

Source: SAGE Open

DOI: 10.1177/21582440211050385

Authors: Martin James Farrelly, Kemtong Sinwongsuwat

Institution: Prince of Songkla University

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $1,200