Research Article
BibTex RIS Cite

ELT Classroom Interaction in Turkey: A Systematic Review

Year 2022, Volume: 6 Issue: 2, 203 - 216, 30.04.2022
https://doi.org/10.34056/aujef.994908

Abstract

While there are studies of international scope on L2 classroom interaction, there is no review as of today within the Turkish context. The envisioned change in the national educational policy until 2023 with a special focus on foreign language education involves contextual specification and localization of language teaching, and thus creates a special need to take a closer look at what is happening inside the classroom on a country basis. For this reason, the present study looks at English language classroom interaction research in the Turkish context to find out the recent trends and developments in the area in terms of methodological choices and contexts of investigation. To do so, document review is adapted as a data collection technique. Search terms were selected as ‘classroom interaction’, ‘classroom interaction in Turkey’, ‘L2 classroom interaction’, ‘L2 classroom interaction in Turkey’, and ‘classroom interactional competence’. Studies were found using three databases and an index. After carefully applying the inclusion and exclusion criteria, 16 studies were chosen for the review and analyzed in terms of methodologies, research contexts, and findings. Results showed that in terms of methodology, studies were inclined to employ Conversation Analysis and they were conducted predominantly in a university setting with adolescent participants along with various subject areas. In line with these findings, the present review tries to shed light on the past and present state of English language classroom interaction research in Turkey and attempts to propose future directions as well.

References

  • Allwright, R. L. (1984). The Importance of Interaction in Classroom Language Learning. Applied linguistics, 5(2), 156-71.
  • Alsaadi, N. S. M. & Atar, C. (2019). Wait time in material and classroom context modes. International Journal of Contemporary Educational Research, 6(1), 53-69.
  • Alsoraihi, M. H. (2019). Bridging the Gap Between Discourse Analysis and Language Classroom Practice. English Language Teaching, 12:8, 79-88.
  • Aşık, A. & Kuru Gönen, S. İ. (2016). Pre-service EFL teachers’ reported perceptions of their development through SETT experience, Classroom Discourse, 7:2, 164-183.
  • aus der Wieschen M.V. & Sert, O. (2018) Divergent language choices and maintenance of Intersubjectivity: the case of Danish EFL young learners, International Journal of Bilingual Education and Bilingualism
  • Avila, M. O. C. (2019). Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence. Studies in Second Language Learning and Teaching, 4, 581-606.
  • Balaman, U. (2018). Embodied Resources in a Repetition Activity in a Preschool L2 Classroom. Novitas-ROYAL (Research on Youth and Language) 12, 27-51.
  • Can Daşkın, N. (2015). Shaping learner contributions in an EFL classroom: Implications for L2 classroom interactional competence, Classroom Discourse, 6(1), 33-56.
  • Can Daşkın, N. (2017a). A conversation analytic investigation into L2 classroom interaction and informal formative assessment. ELT Research Journal 2017, 6(1), 4-24.
  • Can Daşkın, N. & Hatipoğlu, Ç. (2018). Reference to a past learning event in teacher turns in an L2 instructional setting. Journal of Pragmatics, 142, 16-30.
  • Can Daşkın, N. & Hatipoğlu, Ç. (2019). Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction, Language Testing, 36(4), 527–551.
  • Duran, D. & Sert, O. (2019). Preference organization in English as a Medium of Instruction classrooms in a Turkish higher education setting. Linguistics and Education, 49, 72–85.
  • Duran, D., Kurhilla S. & Sert, O. (2019). Word search sequences in teacher-student interaction in an English as medium of instruction context. International Journal of Bilingual Education and Bilingualism, 1747-7522.
  • Demo, D. A. (2001). Discourse Analysis for Language Teachers. ERIC Digest.
  • Evnitskaya, N. & Berger, E. (2017). Learners’ Multimodal Displays of Willingness to Participate in Classroom Interaction in the L2 and CLIL Contexts. Classroom Discourse, 8:1, 71-94.
  • Gardner R. (2019) Classroom Interaction Research: The State of the Art. Research on Language and Social Interaction. 52:3, 212-226.
  • Girgin, U. & Brandt, A. (2020). Creating space for learning through ‘Mm hm’ in a L2 classroom: Implications for L2 classroom interactional competence. Classroom Discourse, 11(1), 61-79.
  • Jenks, C. J. & Seedhouse, P. (eds.) (2015) International Perspectives on ELT Classroom Interaction. London: Palgrave Macmillan.
  • Markee, N. and S. Kunitz (2015), ‘CA- for- SLA studies of classroom interaction: quo vadis?’, in Markee, N. (ed.), Classroom Discourse and Interaction, Malden, MA: Wiley- Blackwell.
  • MoNE (2018b). Education vision 2023. Ankara: MoNE Publications
  • Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. New York: Routledge.
  • Seedhouse, P. (2004). The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Malden, MA: Blackwell.
  • Seedhouse, P. (2019). L2 classroom contexts: deviance, confusion, grappling and flouting. Classroom Discourse, 10:1, 10-28.
  • Seferoğlu, G. (2008). Insights from Turkish Learners of English on the Nature of Corrective Feedback in Classroom Interaction. The New Educational Review 16(3), 101-111.
  • Sert, O. (2010). A Proposal for a CA-Integrated English Language Teacher Education Program in Turkey. Asian EFL Journal, 12(3), 62-97.
  • Sert, O. (2015). Social interaction and L2 classroom discourse. Edinburgh: Edinburgh University Press.
  • Sert, O. (2017). Creating opportunities for L2 learning in a prediction activity. System, 70, 14-15.
  • Siddaway, A.P. (2014). What Is a Systematic Literature Review and How Do I Do One?
  • Vattøy, K. D., M. Gamlem S. M. and Rogne W. M. (2020). Examining students’ feedback engagement and assessment experiences: a mixed study. Studies in Higher Education.
  • Üstünel, E. (2014). The sequential organization of classroom discourse at an EFL kindergarten classroom. Procedia - Social and Behavioral Sciences, 141, 115 – 118.
  • Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.
  • Walsh, S. (2006). Investigating classroom discourse. London: Routledge.
  • Walsh, S. (2011). Exploring classroom discourse: Language in action. Oxen: Routledge.
  • Walsh, S. (2012). Conceptualizing Classroom Interactional Competence. Novitas-ROYAL (Research on Youth and Language), 6 (1), 1-14.
  • Weizheng, Z. (2019). Teacher-Student Interaction in EFL Classroom in China: Communication Accommodation Theory Perspective. English Language Teaching, 12:12, 99-111.
  • Woodward-Kron, R. & Remedios, L. (2007). Classroom Discourse in Problem-Based Learning Classrooms in The Health Sciences. ARAL: Australian Review of Applied Linguistics, 9.1-9.18.

Türkiyede İngilizce Öğretiminde Sınıf İçi Etkileşime Dair Sistematik İnceleme

Year 2022, Volume: 6 Issue: 2, 203 - 216, 30.04.2022
https://doi.org/10.34056/aujef.994908

Abstract

Uluslararası kapsamda, ikinci dil öğretiminde sınıf içi etkileşime dair çalışmaları rapor eden incelemeler olmasına rağmen bugün itibariyle kendisini Türk bağlamına yerleştirecek bir inceleme bulunmamaktadır. 2023 yılı ulusal eğitim politikasında, yabancı dil eğitimine özel bir odaklanma ile öngörülen değişiklik, dil öğretiminin bağlamsal belirtimini ve lokalizasyonunu içerir ve böylece ülke düzeyinde sınıfta neler olup bittiğine daha yakından bakmak için bir ihtiyaç doğmuştur. Bu nedenle, bu çalışma, yöntem seçimleri ve araştırma bağlamları açısından alandaki son eğilimleri ve gelişmeleri bulmak için Türkiye bağlamında İngilizce sınıf etkileşimi araştırmasına bakmaktadır. Bu doğrultuda doküman incelemesi veri toplama tekniği olarak kullanıldı. Doküman incelemesi için iki veri tabanı ve bir index kullanıldı ve arama terimleri ‘sınıf etkileşimi’, ‘Türkiye'de sınıf etkileşimi’, ‘L2 sınıf etkileşimi’, ‘Türkiye'de L2 sınıf etkileşimi’ ve ‘sınıf etkileşimsel yeterlilik’olarak seçildi. Dahil etme ve dışlama kriterlerinin dikkatli bir şekilde uygulanmasından sonra, inceleme için 16 çalışma seçildi ve yöntemlerine, araştırma bağlamlarına ve odak noktalarına göre analiz edildi. Sonuçlar, eğilim açısından, konuşma analizi yöntemine ve üniversite ortamına ve genç öğrenci bağlamlarına yönelik çalışmaların birbirinden farklı ve farklı konu alanları ile birlikte olduğunu göstermiştir. Bu bulgular doğrultusunda, mevcut inceleme, Türkiye'deki İngilizce sınıf etkileşimi araştırmalarının geçmişine ve günümüze ışık tutmaya ve gelecekteki yönleri de önermeye çalışmaktadır.

References

  • Allwright, R. L. (1984). The Importance of Interaction in Classroom Language Learning. Applied linguistics, 5(2), 156-71.
  • Alsaadi, N. S. M. & Atar, C. (2019). Wait time in material and classroom context modes. International Journal of Contemporary Educational Research, 6(1), 53-69.
  • Alsoraihi, M. H. (2019). Bridging the Gap Between Discourse Analysis and Language Classroom Practice. English Language Teaching, 12:8, 79-88.
  • Aşık, A. & Kuru Gönen, S. İ. (2016). Pre-service EFL teachers’ reported perceptions of their development through SETT experience, Classroom Discourse, 7:2, 164-183.
  • aus der Wieschen M.V. & Sert, O. (2018) Divergent language choices and maintenance of Intersubjectivity: the case of Danish EFL young learners, International Journal of Bilingual Education and Bilingualism
  • Avila, M. O. C. (2019). Exploring teachers’ and learners’ overlapped turns in the language classroom: Implications for classroom interactional competence. Studies in Second Language Learning and Teaching, 4, 581-606.
  • Balaman, U. (2018). Embodied Resources in a Repetition Activity in a Preschool L2 Classroom. Novitas-ROYAL (Research on Youth and Language) 12, 27-51.
  • Can Daşkın, N. (2015). Shaping learner contributions in an EFL classroom: Implications for L2 classroom interactional competence, Classroom Discourse, 6(1), 33-56.
  • Can Daşkın, N. (2017a). A conversation analytic investigation into L2 classroom interaction and informal formative assessment. ELT Research Journal 2017, 6(1), 4-24.
  • Can Daşkın, N. & Hatipoğlu, Ç. (2018). Reference to a past learning event in teacher turns in an L2 instructional setting. Journal of Pragmatics, 142, 16-30.
  • Can Daşkın, N. & Hatipoğlu, Ç. (2019). Reference to a past learning event as a practice of informal formative assessment in L2 classroom interaction, Language Testing, 36(4), 527–551.
  • Duran, D. & Sert, O. (2019). Preference organization in English as a Medium of Instruction classrooms in a Turkish higher education setting. Linguistics and Education, 49, 72–85.
  • Duran, D., Kurhilla S. & Sert, O. (2019). Word search sequences in teacher-student interaction in an English as medium of instruction context. International Journal of Bilingual Education and Bilingualism, 1747-7522.
  • Demo, D. A. (2001). Discourse Analysis for Language Teachers. ERIC Digest.
  • Evnitskaya, N. & Berger, E. (2017). Learners’ Multimodal Displays of Willingness to Participate in Classroom Interaction in the L2 and CLIL Contexts. Classroom Discourse, 8:1, 71-94.
  • Gardner R. (2019) Classroom Interaction Research: The State of the Art. Research on Language and Social Interaction. 52:3, 212-226.
  • Girgin, U. & Brandt, A. (2020). Creating space for learning through ‘Mm hm’ in a L2 classroom: Implications for L2 classroom interactional competence. Classroom Discourse, 11(1), 61-79.
  • Jenks, C. J. & Seedhouse, P. (eds.) (2015) International Perspectives on ELT Classroom Interaction. London: Palgrave Macmillan.
  • Markee, N. and S. Kunitz (2015), ‘CA- for- SLA studies of classroom interaction: quo vadis?’, in Markee, N. (ed.), Classroom Discourse and Interaction, Malden, MA: Wiley- Blackwell.
  • MoNE (2018b). Education vision 2023. Ankara: MoNE Publications
  • Nassaji, H., & Fotos, S. (2011). Teaching grammar in second language classrooms: Integrating form-focused instruction in communicative context. New York: Routledge.
  • Seedhouse, P. (2004). The Interactional Architecture of the Language Classroom: A Conversation Analysis Perspective. Malden, MA: Blackwell.
  • Seedhouse, P. (2019). L2 classroom contexts: deviance, confusion, grappling and flouting. Classroom Discourse, 10:1, 10-28.
  • Seferoğlu, G. (2008). Insights from Turkish Learners of English on the Nature of Corrective Feedback in Classroom Interaction. The New Educational Review 16(3), 101-111.
  • Sert, O. (2010). A Proposal for a CA-Integrated English Language Teacher Education Program in Turkey. Asian EFL Journal, 12(3), 62-97.
  • Sert, O. (2015). Social interaction and L2 classroom discourse. Edinburgh: Edinburgh University Press.
  • Sert, O. (2017). Creating opportunities for L2 learning in a prediction activity. System, 70, 14-15.
  • Siddaway, A.P. (2014). What Is a Systematic Literature Review and How Do I Do One?
  • Vattøy, K. D., M. Gamlem S. M. and Rogne W. M. (2020). Examining students’ feedback engagement and assessment experiences: a mixed study. Studies in Higher Education.
  • Üstünel, E. (2014). The sequential organization of classroom discourse at an EFL kindergarten classroom. Procedia - Social and Behavioral Sciences, 141, 115 – 118.
  • Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23.
  • Walsh, S. (2006). Investigating classroom discourse. London: Routledge.
  • Walsh, S. (2011). Exploring classroom discourse: Language in action. Oxen: Routledge.
  • Walsh, S. (2012). Conceptualizing Classroom Interactional Competence. Novitas-ROYAL (Research on Youth and Language), 6 (1), 1-14.
  • Weizheng, Z. (2019). Teacher-Student Interaction in EFL Classroom in China: Communication Accommodation Theory Perspective. English Language Teaching, 12:12, 99-111.
  • Woodward-Kron, R. & Remedios, L. (2007). Classroom Discourse in Problem-Based Learning Classrooms in The Health Sciences. ARAL: Australian Review of Applied Linguistics, 9.1-9.18.
There are 36 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Gizem Şimşek 0000-0002-0553-6336

Meral Çapar 0000-0003-2884-1971

Publication Date April 30, 2022
Published in Issue Year 2022 Volume: 6 Issue: 2

Cite

APA Şimşek, G., & Çapar, M. (2022). ELT Classroom Interaction in Turkey: A Systematic Review. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, 6(2), 203-216. https://doi.org/10.34056/aujef.994908
AMA Şimşek G, Çapar M. ELT Classroom Interaction in Turkey: A Systematic Review. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. April 2022;6(2):203-216. doi:10.34056/aujef.994908
Chicago Şimşek, Gizem, and Meral Çapar. “ELT Classroom Interaction in Turkey: A Systematic Review”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 6, no. 2 (April 2022): 203-16. https://doi.org/10.34056/aujef.994908.
EndNote Şimşek G, Çapar M (April 1, 2022) ELT Classroom Interaction in Turkey: A Systematic Review. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 6 2 203–216.
IEEE G. Şimşek and M. Çapar, “ELT Classroom Interaction in Turkey: A Systematic Review”, Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 6, no. 2, pp. 203–216, 2022, doi: 10.34056/aujef.994908.
ISNAD Şimşek, Gizem - Çapar, Meral. “ELT Classroom Interaction in Turkey: A Systematic Review”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi 6/2 (April 2022), 203-216. https://doi.org/10.34056/aujef.994908.
JAMA Şimşek G, Çapar M. ELT Classroom Interaction in Turkey: A Systematic Review. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2022;6:203–216.
MLA Şimşek, Gizem and Meral Çapar. “ELT Classroom Interaction in Turkey: A Systematic Review”. Anadolu Üniversitesi Eğitim Fakültesi Dergisi, vol. 6, no. 2, 2022, pp. 203-16, doi:10.34056/aujef.994908.
Vancouver Şimşek G, Çapar M. ELT Classroom Interaction in Turkey: A Systematic Review. Anadolu Üniversitesi Eğitim Fakültesi Dergisi. 2022;6(2):203-16.

Education Faculty Journal - Anadolu University Journal of Education Faculty

Phone: +90 222 335 05 79          Fax: +90 222 335 05 73          E-mail: aujef@anadolu.edu.tr

Website: dergipark.org.tr/en/pub/aujef

ZZPdzvlpK9r_Df9C3M7j1rNRi7hhHRvPhlklJ3lfi5jk86Jd1s0Y5wcQ1QgbVaAP5Q=w300-rw  32GbAQWrubLZX4mVPClpLN0fRbAd3ru5BefccDAj7nKD8vz-_NzJ1ph_4WMYNefp3A=w300-rw  aYbdIM1abwyVSUZLDKoE0CDZGRhlkpsaPOg9tNnBktUQYsXflwknnOn2Ge1Yr7rImGk=w300-rw


by-nc-sa.png

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.