A Case Study on Effective Interaction in the ELT Classroom with the SETT Framework

Işıl Günseli Kaçar; Elif Tokdemir Demirel

doi:10.33418/education.1515512

TR EN

SETT Çerçevesi ile İngilizce Dil Eğitiminde Etkili Etkileşim Üzerine bir Vaka Çalışması

Abstract

İngilizce öğretiminin nihai amacı, öğrencilerin etkili etkileşim becerileri kazanmalarına yardımcı olmaktır. Bu nihai hedefe ulaşmak için sınıf içi etkileşimi sistematik ve yakından gözlemlemek ve araştırmak gerekir. Bu nedenle, bu nitel vaka çalışması, özellikle Öğretmen Konuşmasının Öz Değerlendirmesi (SETT) çerçevesi bağlamında sınıfta etkileşimin nasıl yönetildiği açısından, hizmet içi öğretmenler (HİÖ) ve hizmet öncesi öğretmenler (HÖÖ) arasındaki farklılıklara odaklanmaktadır (Walsh, 2006a). Araştırmanın verileri, Türkiye'de özel bir lisenin 9. sınıf Yabancı Dil Olarak İngilizce (EFL) derslerinden toplanmıştır. Veriler, video kayıtlarının transkripsiyonlarından oluşmaktadır. HİÖ'ler için toplam 200 dakika ders süresi ve HÖÖ'ler için 240 dakika ders süresi yazıya dökülmüştür. Transkripsiyonlar Transana 2.10 versiyonu kullanılarak yapılmıştır (Woods, 2006). Kayıtların ayrıntılı transkripsiyonları mikro-analitik bir bakış açısıyla hazırlanmış ve iki kodlayıcı transkriptleri SETT çerçevesini kullanarak kodlanmıştır. Çerçevede yer alan kategorilerin frekans ve yüzdeleri karşılaştırılmış ve HİÖ'lerin tüm sınıf modlarını farklı sıklık derecelerinde kullanırken, HÖÖ'lerin belirli modları diğerlerine göre daha sık kullanma eğiliminde oldukları görülmüştür. Farklılıkların sınıfta ortaya çıkan etkileşim örüntülerini etkilediği gözlemlenmiştir. Çalışma, bu farklılıkları ve bunların hizmet öncesi öğretmen eğitimi ile ilgili etkilerini daha ayrıntılı olarak ele almaktadır.

Keywords

SETT Çerçevesi, İngiliz Dili Eğitimi, Pedagojik Hedefler, Sınıf İçi Etkileşim Yetkinliği, Hizmet İçi Öğretmenler, Hizmet Öncesi Öğretmenler

Ethical Statement

Bu çalışmanın, özgün bir çalışma olduğunu; çalışmanın hazırlık, veri toplama, analiz ve bilgilerin sunumu olmak üzere tüm aşamalarından bilimsel etik ilke ve kurallarına uygun davrandığımı; bu çalışma kapsamında elde edilmeyen tüm veri ve bilgiler için kaynak gösterdiğimi ve bu kaynaklara kaynakçada yer verdiğimi; kullanılan verilerde herhangi bir değişiklik yapmadığımı, çalışmanın Committee on Publication Ethics (COPE)' in tüm şartlarını ve koşullarını kabul ederek etik görev ve sorumluluklara riayet ettiğimi beyan ederim. Herhangi bir zamanda, çalışmayla ilgili yaptığım bu beyana aykırı bir durumun saptanması durumunda, ortaya çıkacak tüm ahlaki ve hukuki sonuçlara razı olduğumu bildiririm.

A Case Study on Effective Interaction in the ELT Classroom with the SETT Framework

Abstract

The ultimate goal of English Language teaching is to help learners attain effective interaction skills. It is necessary to observe and explore classroom interaction systematically and closely in order to reach this ultimate goal. Hence, this qualitative case study focuses on the differences between pre-service teachers (PSTs ) and in-service teachers (INTs), particularly regarding how they managed and shaped interaction in the classroom via the Self Evaluation of Teacher Talk (SETT) framework (Walsh, 2006). The data for the study was collected from the transcriptions of the video recordings of English as a Foreign Language (EFL) 9th graders in a private high school setting in Türkiye. A total of 200 minutes of lesson time was transcribed for the INTs and 240 minutes of lesson time was transcribed for the PSTs. The Transana 2.10 version was utilized for the transcriptions (Woods, 2006). A micro-analytic perspective was adopted for the transcriptions of recordings and two coders coded the transcripts using the SETT framework. Frequencies and percentages of the categories in the framework were compared and it was observed that while INTs used all classroom modes with varying frequencies, PSTs tended to use specific modes more frequently than others. The differences were observed to affect the resulting interactional patterns in the classroom. The study elaborates on these differences and their impact on the training of pre-service teachers.

Keywords

SETT framework, English Language Teaching, Pedagogical Goals, Classroom Interactional Competence, Pre-service teachers, In-service Teachers

Ethical Statement

I declare that this study is an original study, that I have acted in accordance with the principles and rules of scientific ethics in all stages of the study, including preparation, data collection, analysis and presentation of information. I declare that I have cited and included these sources in the bibliography, that I have not made any changes to the data used, and that I have complied with the ethical duties and responsibilities of the study by accepting all the terms and conditions of the Committee on Publication Ethics (COPE). I hereby declare that I consent to all moral and legal consequences that may arise if, at any time, a situation contrary to this statement I have made regarding the study is detected.

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Details

Primary Language

English

Subjects

Teacher Education and Professional Development of Educators, Other Fields of Education (Other)

Journal Section

Research Article

Authors

Işıl Günseli Kaçar
0000-0003-3043-5040
Türkiye

Elif Tokdemir Demirel ^*
0000-0003-1280-2679
Türkiye

Early Pub Date

March 7, 2025

Publication Date

March 11, 2025

Submission Date

July 12, 2024

Acceptance Date

December 18, 2024

Published in Issue

Year 2025 Number: 56

DOI

https://doi.org/10.33418/education.1515512

IZ

https://izlik.org/JA76CB45FM

APA

Kaçar, I. G., & Tokdemir Demirel, E. (2025). A Case Study on Effective Interaction in the ELT Classroom with the SETT Framework. Educational Academic Research, 56, 91-101. https://doi.org/10.33418/education.1515512

AMA

1.Kaçar IG, Tokdemir Demirel E. A Case Study on Effective Interaction in the ELT Classroom with the SETT Framework. Educational Academic Research. 2025;(56):91-101. doi:10.33418/education.1515512

Chicago

Kaçar, Işıl Günseli, and Elif Tokdemir Demirel. 2025. “A Case Study on Effective Interaction in the ELT Classroom With the SETT Framework”. Educational Academic Research, nos. 56: 91-101. https://doi.org/10.33418/education.1515512.

EndNote

Kaçar IG, Tokdemir Demirel E (March 1, 2025) A Case Study on Effective Interaction in the ELT Classroom with the SETT Framework. Educational Academic Research 56 91–101.

IEEE

[1]I. G. Kaçar and E. Tokdemir Demirel, “A Case Study on Effective Interaction in the ELT Classroom with the SETT Framework”, Educational Academic Research, no. 56, pp. 91–101, Mar. 2025, doi: 10.33418/education.1515512.

ISNAD

Kaçar, Işıl Günseli - Tokdemir Demirel, Elif. “A Case Study on Effective Interaction in the ELT Classroom With the SETT Framework”. Educational Academic Research. 56 (March 1, 2025): 91-101. https://doi.org/10.33418/education.1515512.

JAMA

1.Kaçar IG, Tokdemir Demirel E. A Case Study on Effective Interaction in the ELT Classroom with the SETT Framework. Educational Academic Research. 2025;:91–101.

MLA

Kaçar, Işıl Günseli, and Elif Tokdemir Demirel. “A Case Study on Effective Interaction in the ELT Classroom With the SETT Framework”. Educational Academic Research, no. 56, Mar. 2025, pp. 91-101, doi:10.33418/education.1515512.

Vancouver

1.Işıl Günseli Kaçar, Elif Tokdemir Demirel. A Case Study on Effective Interaction in the ELT Classroom with the SETT Framework. Educational Academic Research. 2025 Mar. 1;(56):91-101. doi:10.33418/education.1515512

Content of this journal is licensed under a Creative Commons Attribution NonCommercial 4.0 International License
29929

SETT Çerçevesi ile İngilizce Dil Eğitiminde Etkili Etkileşim Üzerine bir Vaka Çalışması

Abstract

Keywords

Ethical Statement

A Case Study on Effective Interaction in the ELT Classroom with the SETT Framework

Abstract

Keywords

Ethical Statement

References

Details

Primary Language

Subjects

Journal Section

Authors

Early Pub Date

Publication Date

Submission Date

Acceptance Date

Published in Issue

DOI

IZ

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