Research Article
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Year 2023, Volume: 9 Issue: 1, 1 - 13, 03.01.2024
https://doi.org/10.17985/ijare.1365101

Abstract

References

  • Abdul-Majeed, M. A. & Muhammad, N. M. (2015). The effect of using scaffolding strategies on EFL students' reading comprehension achievement. Arts Journal, 3(1), 91-118. https://www.iasj.net/iasj/download/187f44bbb68fbb00
  • Ahmadi Safa, M., & Rozati, F. (2017). The impact of scaffolding and nonscaffolding strategies on the EFL learners' listening comprehension development. The Journal of Educational Research, 110(5), 447-456. https://doi.org/10.1080/00220671.2015.1118004
  • Allami, H., Mozaffari, F., & Manzouri, H. A. (2022). Reflections on conversation analytic research in ELT. Research in English Language Pedagogy, 10(3), 369-388. https://doi.org/10.30486/relp.2022.1961317.1385
  • Ardiningtyas, S. Y., Butarbutar, R., Weda, S., & Nur, S. (2023). Online scaffolding behavior for speaking EFL improvement: narrative inquiry issues. Interactive Learning Environments, 1-11. https://doi.org/10.1080/10494820.2023.2207608
  • Atar, C., & Seedhouse, P. (2018). A Conversation-analytic perspective on the organization of teacher-led clarification and its implications for L2 teacher training. International Journal of Instruction, 11(2), 145-166. https://doi.org/10.12973/iji.2018.11211a Bhooth, A., Azman, H., & Ismail, K. (2014). The role of the L1 as a scaffolding tool in the EFL reading classroom. Procedia-Social and Behavioral Sciences, 118, 76-84. https://doi.org/10.1016/j.sbspro.2014.02.011 Birjandi, P., & Jazebi, S. (2014). A comparative analysis of teachers' scaffolding practices. International Journal of Language and Linguistics, 2(3), 154-164. http://www.sciencepublishinggoroup.com/j/ijll Brown, H. D. (2000). Principles of language teaching and learning (The 4th Edition). White Plains, New York: Longman.
  • Cancino, M. (2017). Shaping learner contributions in the EFL language classroom: A conversation analytic perspective. Lenguas Modernas, 49, 53-76. https://repositorio.unab.cl/xmlui/handle/ria/11013 Can Daşkın, N. (2015). Shaping learner contributions in an EFL classroom: Implication for L2 classroom interactional competence. Classroom Discourse, 6(1), 33-56. https://doi.org/10.1080/19463014.2014.911699
  • Chairinkam, J., & Yawiloeng, R. (2021). Peer scaffolding behaviors in English as a foreign language writing classroom. Asian Journal of Education and Training, 7(4), 226-234. 10.20448/journal.522.2021.74.226.234 Ellis, R. 2000. Task-based research and language pedagogy, Language Teaching Research, 49,193–220. https://doi.org/10.1177/13621688000040030
  • Escobar Urmeneta, C. & Walsh, S. (2017). Classroom interactional competence in content and language integrated learning. In A. Llinares, & T. Morton (Eds.), Applied Linguistics Perspectives on CLIL (pp. 189-206). Amsterdam, Holland: John Benjamins.
  • Ezza, E. Y. (2013). Scaffolding pronunciation in Saudi EFL classroom at Majma'ah University. International Journal of Applied Linguistics & English Literature. 2(3), 62-68. 10.7575/aiac.ijalel.v.2n.3p.62 Ghaffarsamar, R. & Dehghan, M. (2013). Sociocultural theory and reading comprehension: The scaffolding of readers in an EFL context. International Journal of Research Studies in Language Learning. 2(3), 67 – 80. 10.5861/ijrsll.2012.183 Heritage, J. & Clayman, S. E. (2010). Talk in Action: Interactions, Identities and Institutions. Wiley-Blackwell. Hutchby, I., & Wooffitt, R. (2008). Conversation analysis. Polity Press.
  • Khatib, F., & Chalak, A. (2022). Utilizing scaffolding strategies to improve Iranian intermediate EFL students’ grammatical knowledge. Journal of Foreign Language Teaching and Translation Studies, 7(1), 61-80. 10.22034/EFL.2022.326326.1144 Kramsch, C. J. (1986). From language proficiency to interactional competence. The Modern Language Journal, 70(4), 366-372. https://doi.org/10.2307/326815
  • Mackey, A. (1999). Input, interaction and second language development: An empirical study of question. Studies in Second Language Acquisition, 21(4), 557-587. https://doi.org/10.1017/S0272263199004027 Moradian, R. M., Miri, M., & Qassemi, Z. (2015). Dynamic assessment and microgenetic development of EFL teachers’ classroom interactional competence. Teaching English Language, 9(2),1-36. 10.22132/TEL.2015.53621 Mori, J., & Zuengler, J. (2008). Conversation analysis and talk-in-interaction in classrooms. Encyclopedia of language and education, 3, 15-26.
  • Naibaho, L. (2019). The effectiveness of scaffolding method on students’ speaking achievement. International Journal of Research-Granthaalayah, 7(5), 193-201. http://repository.uki.ac.id/807/ Perkins, L. (2018). Developing classroom interactional competence through a teacher development workshop (Unpublished Master’s Thesis). King’s College London, London. Piamsai, C. (2020). The effect of scaffolding on non-proficient EFL learners’ performance in an academic writing class. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 288-305. https://so04.tci-thaijo.org/index.php/LEARN/article/view/243714 Rahimi, A. & Ghanbari, N. (2011). The impact of teachers' scaffolding on Iranian high school students' reading comprehension. Procedia-Social and Behavioral Sciences 28(2011) 1072-1075. https://doi.org/10.1016/j.sbspro.2011.11.193
  • Sacks, H., Schegloff, E., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735. https://doi.org/10.1016/B978-0-12-623550-0.50008-2
  • Seedhouse, P. (1996). Communicative CALL: Focus on the Interaction Produced by CALL Software. On-Call, 10(3), 10-17. https://www.learntechlib.org/p/81928/. Shirmohammadi, M., & Salehi, M. (2017). Comparative effect of scaffolding instruction and self-regulated learning on ESP learners' reading comprehension. Studies, 5(4), 203-213. Soraya, M. (2017, October). Classroom Interactional Competence of English Classes in Higher Education. In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press. Supakorn, S. (2020). A Conversation Analytic Study of Classroom Interactional Competence. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 15-40. https://files.eric.ed.gov/fulltext/EJ1258546.pdf Suryati, N. (2015). Classroom interaction strategies employed by English teachers at lower secondary schools. TEFLIN Journal, 26 (2), 247–264. 10.15639/teflinjournal.v26i2/247-264 Ten Have, P. (2007). Doing conversation analysis. Sage.
  • Wagner, E. D. (1994). In support of a functional definition of interaction. The American Journal of Distance Education, 8(2), 6-29. https://doi.org/10.1080/08923649409526852 Walsh, S., 2006. Investigating classroom discourse. London: Routledge .
  • Walsh, S. 2011. Exploring classroom discourse: Language in action. Abingdon: Routledge. Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh University Press. Veerappan, V. A. L., Suan, W. H. & Sulaiman, T. (2011). The effect of scaffolding technique in journal writing among the second language learners. Journal of Language Teaching and Research, 2(4), 934-940. 10.4304/jltr.2.4.934-940
  • Yaqubi, B., & Rokni, M. P. (2012). Teachers’ limited wait-time practice and learners’ participation opportunities in EFL classroom interaction. Journal of English Language Teaching and Learning, 10, 127-160. https://elt.tabrizu.ac.ir/article_610_0.html
  • Young, R. F. (2008). Language and interaction. London and New York: Routledge. Zarandi, S. Z. A., & Rahbar, B. (2016). Enhancing speaking ability through intervening scaffolding strategies. Theory and Practice in Language Studies, 6(11), 2191. http://dx.doi.org/10.17507/tpls.0611.17

A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class

Year 2023, Volume: 9 Issue: 1, 1 - 13, 03.01.2024
https://doi.org/10.17985/ijare.1365101

Abstract

In higher education, it is anticipated that English students should possess both proficiency in language and the capacity for critical thinking. Nonetheless, the dynamics of English as foreign language (EFL) classrooms often reveal a tendency for teachers to exert significant control over the class. Thus, this study aims to discover the scaffolding strategies applied by the teacher in an online EFL class in terms of classroom interactional competence (CIC). The participants were twelve English preparatory class students studying at A2 level of a state university in Türkiye. The majority of the students were Turkish and one of them was Somalian. They were enrolled in the same class. In the application process, the Microsoft Teams educational platform was used, and the lesson was conducted synchronously through this platform. The lesson lasted ninety minutes. By adopting a conversational analysis (CA) approach, a ninety-minute online English class was critically examined within the scope of Walsh’s (2006) self-evaluation of teacher talk (SETT) framework and concept of CIC. The interaction was analyzed by specifically focusing on scaffolding mechanism. According to the findings, the teacher was found to apply restating, reformulation, inviting participation from students, providing explanation, modelling, extension, further explaining students’ understanding and checking scaffolding strategies.

References

  • Abdul-Majeed, M. A. & Muhammad, N. M. (2015). The effect of using scaffolding strategies on EFL students' reading comprehension achievement. Arts Journal, 3(1), 91-118. https://www.iasj.net/iasj/download/187f44bbb68fbb00
  • Ahmadi Safa, M., & Rozati, F. (2017). The impact of scaffolding and nonscaffolding strategies on the EFL learners' listening comprehension development. The Journal of Educational Research, 110(5), 447-456. https://doi.org/10.1080/00220671.2015.1118004
  • Allami, H., Mozaffari, F., & Manzouri, H. A. (2022). Reflections on conversation analytic research in ELT. Research in English Language Pedagogy, 10(3), 369-388. https://doi.org/10.30486/relp.2022.1961317.1385
  • Ardiningtyas, S. Y., Butarbutar, R., Weda, S., & Nur, S. (2023). Online scaffolding behavior for speaking EFL improvement: narrative inquiry issues. Interactive Learning Environments, 1-11. https://doi.org/10.1080/10494820.2023.2207608
  • Atar, C., & Seedhouse, P. (2018). A Conversation-analytic perspective on the organization of teacher-led clarification and its implications for L2 teacher training. International Journal of Instruction, 11(2), 145-166. https://doi.org/10.12973/iji.2018.11211a Bhooth, A., Azman, H., & Ismail, K. (2014). The role of the L1 as a scaffolding tool in the EFL reading classroom. Procedia-Social and Behavioral Sciences, 118, 76-84. https://doi.org/10.1016/j.sbspro.2014.02.011 Birjandi, P., & Jazebi, S. (2014). A comparative analysis of teachers' scaffolding practices. International Journal of Language and Linguistics, 2(3), 154-164. http://www.sciencepublishinggoroup.com/j/ijll Brown, H. D. (2000). Principles of language teaching and learning (The 4th Edition). White Plains, New York: Longman.
  • Cancino, M. (2017). Shaping learner contributions in the EFL language classroom: A conversation analytic perspective. Lenguas Modernas, 49, 53-76. https://repositorio.unab.cl/xmlui/handle/ria/11013 Can Daşkın, N. (2015). Shaping learner contributions in an EFL classroom: Implication for L2 classroom interactional competence. Classroom Discourse, 6(1), 33-56. https://doi.org/10.1080/19463014.2014.911699
  • Chairinkam, J., & Yawiloeng, R. (2021). Peer scaffolding behaviors in English as a foreign language writing classroom. Asian Journal of Education and Training, 7(4), 226-234. 10.20448/journal.522.2021.74.226.234 Ellis, R. 2000. Task-based research and language pedagogy, Language Teaching Research, 49,193–220. https://doi.org/10.1177/13621688000040030
  • Escobar Urmeneta, C. & Walsh, S. (2017). Classroom interactional competence in content and language integrated learning. In A. Llinares, & T. Morton (Eds.), Applied Linguistics Perspectives on CLIL (pp. 189-206). Amsterdam, Holland: John Benjamins.
  • Ezza, E. Y. (2013). Scaffolding pronunciation in Saudi EFL classroom at Majma'ah University. International Journal of Applied Linguistics & English Literature. 2(3), 62-68. 10.7575/aiac.ijalel.v.2n.3p.62 Ghaffarsamar, R. & Dehghan, M. (2013). Sociocultural theory and reading comprehension: The scaffolding of readers in an EFL context. International Journal of Research Studies in Language Learning. 2(3), 67 – 80. 10.5861/ijrsll.2012.183 Heritage, J. & Clayman, S. E. (2010). Talk in Action: Interactions, Identities and Institutions. Wiley-Blackwell. Hutchby, I., & Wooffitt, R. (2008). Conversation analysis. Polity Press.
  • Khatib, F., & Chalak, A. (2022). Utilizing scaffolding strategies to improve Iranian intermediate EFL students’ grammatical knowledge. Journal of Foreign Language Teaching and Translation Studies, 7(1), 61-80. 10.22034/EFL.2022.326326.1144 Kramsch, C. J. (1986). From language proficiency to interactional competence. The Modern Language Journal, 70(4), 366-372. https://doi.org/10.2307/326815
  • Mackey, A. (1999). Input, interaction and second language development: An empirical study of question. Studies in Second Language Acquisition, 21(4), 557-587. https://doi.org/10.1017/S0272263199004027 Moradian, R. M., Miri, M., & Qassemi, Z. (2015). Dynamic assessment and microgenetic development of EFL teachers’ classroom interactional competence. Teaching English Language, 9(2),1-36. 10.22132/TEL.2015.53621 Mori, J., & Zuengler, J. (2008). Conversation analysis and talk-in-interaction in classrooms. Encyclopedia of language and education, 3, 15-26.
  • Naibaho, L. (2019). The effectiveness of scaffolding method on students’ speaking achievement. International Journal of Research-Granthaalayah, 7(5), 193-201. http://repository.uki.ac.id/807/ Perkins, L. (2018). Developing classroom interactional competence through a teacher development workshop (Unpublished Master’s Thesis). King’s College London, London. Piamsai, C. (2020). The effect of scaffolding on non-proficient EFL learners’ performance in an academic writing class. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 288-305. https://so04.tci-thaijo.org/index.php/LEARN/article/view/243714 Rahimi, A. & Ghanbari, N. (2011). The impact of teachers' scaffolding on Iranian high school students' reading comprehension. Procedia-Social and Behavioral Sciences 28(2011) 1072-1075. https://doi.org/10.1016/j.sbspro.2011.11.193
  • Sacks, H., Schegloff, E., & Jefferson, G. (1974). A simplest systematics for the organization of turn-taking for conversation. Language, 50(4), 696–735. https://doi.org/10.1016/B978-0-12-623550-0.50008-2
  • Seedhouse, P. (1996). Communicative CALL: Focus on the Interaction Produced by CALL Software. On-Call, 10(3), 10-17. https://www.learntechlib.org/p/81928/. Shirmohammadi, M., & Salehi, M. (2017). Comparative effect of scaffolding instruction and self-regulated learning on ESP learners' reading comprehension. Studies, 5(4), 203-213. Soraya, M. (2017, October). Classroom Interactional Competence of English Classes in Higher Education. In International Conference on Teacher Training and Education 2017 (ICTTE 2017). Atlantis Press. Supakorn, S. (2020). A Conversation Analytic Study of Classroom Interactional Competence. LEARN Journal: Language Education and Acquisition Research Network, 13(2), 15-40. https://files.eric.ed.gov/fulltext/EJ1258546.pdf Suryati, N. (2015). Classroom interaction strategies employed by English teachers at lower secondary schools. TEFLIN Journal, 26 (2), 247–264. 10.15639/teflinjournal.v26i2/247-264 Ten Have, P. (2007). Doing conversation analysis. Sage.
  • Wagner, E. D. (1994). In support of a functional definition of interaction. The American Journal of Distance Education, 8(2), 6-29. https://doi.org/10.1080/08923649409526852 Walsh, S., 2006. Investigating classroom discourse. London: Routledge .
  • Walsh, S. 2011. Exploring classroom discourse: Language in action. Abingdon: Routledge. Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh University Press. Veerappan, V. A. L., Suan, W. H. & Sulaiman, T. (2011). The effect of scaffolding technique in journal writing among the second language learners. Journal of Language Teaching and Research, 2(4), 934-940. 10.4304/jltr.2.4.934-940
  • Yaqubi, B., & Rokni, M. P. (2012). Teachers’ limited wait-time practice and learners’ participation opportunities in EFL classroom interaction. Journal of English Language Teaching and Learning, 10, 127-160. https://elt.tabrizu.ac.ir/article_610_0.html
  • Young, R. F. (2008). Language and interaction. London and New York: Routledge. Zarandi, S. Z. A., & Rahbar, B. (2016). Enhancing speaking ability through intervening scaffolding strategies. Theory and Practice in Language Studies, 6(11), 2191. http://dx.doi.org/10.17507/tpls.0611.17
There are 18 citations in total.

Details

Primary Language English
Subjects Education Policy
Journal Section Research Articles
Authors

Burcu Karafil

Özlem Uysal İlbay 0000-0002-9315-5022

Publication Date January 3, 2024
Submission Date September 23, 2023
Acceptance Date October 31, 2023
Published in Issue Year 2023 Volume: 9 Issue: 1

Cite

APA Karafil, B., & Uysal İlbay, Ö. (2024). A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class. International Journal of Academic Research in Education, 9(1), 1-13. https://doi.org/10.17985/ijare.1365101
AMA Karafil B, Uysal İlbay Ö. A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class. IJARE. January 2024;9(1):1-13. doi:10.17985/ijare.1365101
Chicago Karafil, Burcu, and Özlem Uysal İlbay. “A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class”. International Journal of Academic Research in Education 9, no. 1 (January 2024): 1-13. https://doi.org/10.17985/ijare.1365101.
EndNote Karafil B, Uysal İlbay Ö (January 1, 2024) A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class. International Journal of Academic Research in Education 9 1 1–13.
IEEE B. Karafil and Ö. Uysal İlbay, “A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class”, IJARE, vol. 9, no. 1, pp. 1–13, 2024, doi: 10.17985/ijare.1365101.
ISNAD Karafil, Burcu - Uysal İlbay, Özlem. “A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class”. International Journal of Academic Research in Education 9/1 (January 2024), 1-13. https://doi.org/10.17985/ijare.1365101.
JAMA Karafil B, Uysal İlbay Ö. A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class. IJARE. 2024;9:1–13.
MLA Karafil, Burcu and Özlem Uysal İlbay. “A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class”. International Journal of Academic Research in Education, vol. 9, no. 1, 2024, pp. 1-13, doi:10.17985/ijare.1365101.
Vancouver Karafil B, Uysal İlbay Ö. A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class. IJARE. 2024;9(1):1-13.