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Comparing and Contrasting the Interactional Performance of Teachers and Students in Traditional and Virtual Classrooms of Advanced Writing Course in Distance Education University

Yıl 2019, Cilt: 20 Sayı: 4, 135 - 148, 01.10.2019
https://doi.org/10.17718/tojde.640552

Öz

Since interaction provides the opportunity for students to share their ideas, thoughts, comments and feelings with their peers and teacher, it can be claimed that it is an integral component of learning. The present study applied the Sinclair and Coulthard’s interaction (IRF) (1975) model on the English learners of two traditional and virtual classes in order to investigate the differences between their writing scores in these two classes on the one hand, and the extent to which the IRF structure occurs in these two classes on the other hand. For this purpose, 79 and 20 intermediate level EFL learners were selected from the virtual and traditional classes of Payame Noor University (PNU). They were given the pre-test at the beginning and post-test after eight sessions of the same treatment in both classes by the same instructor. Their pre- and post-test scores were compared. The results indicated that there was a significant difference between the participants’ post-test scores in two classes in terms of three components of the intended six components of the five-paragraph essay. This study concluded that the participants in the virtual class performed better than their peers in the traditional one. Moreover, the number of interactions between the participants and teacher was more in the virtual class. Since the effect of interaction between the students and teacher on better performance and learning was shown in this study, other teachers can take into consideration the importance of interaction as well as technology for better teaching-learning process.

Kaynakça

  • Atkins, A. (2001). Sinclair and Coulthard’s IRF model in a one-to-one classroom: an analysis. Retrieved from https://www.birmingham.ac.uk. Bandzeladze, M. (2014). Peculiarities of the classroom discourse within the scope of language acquisition: Fourth international research conference on education, English language teaching, English language and literatures in English. International Black Sea University, 2014, Tbilisi, 36-40. Brown, H. (2010). Exchange structure in the modern classroom: Jamie’s dream school. Innervate leading undergraduate work in English studies, 3, 10-32. Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. Portsmouth. NH: Heinemann. Cengiz, O, & Cakir, H. (2016). Developing pedagogical practices in Turkish classrooms. Retrieved from https://file.scirp.org. 148 Cockayne, M. (2010). Applying the Sinclair and Coulthard’s model of discourse analysis to a student discourse analysis to a student-centered centered EFL classroom. Centre for English Language Studies Postgraduate programs, Open Distance Learning MA TEFL/TESL ODL. Curtis, D. D, & Lawson, M. J. (2001). Exploring collaborative online learning. JALN, 5 (1). Ellis, R. (1994). The study of second language acquisition. England: Oxford University Press, 2. Ginting, S. A. (2017). The Importance of Opening Moves in Classroom Interaction. Advances in Language and Literary Studies, 8(6), 7-11. Gotsiridze, R. (2014). Rationales for using the Internet in language teaching: Fourth international research conference on education, English language teaching, English language and literatures in English. International Black Sea University, 2014, Tbilisi, 159-162. Grasser, A. C., Gerns, M. A., & Goldman, S. R. (2003). Handbook of discourse processes. London: Mahwah. Grgurovic, M. (2010). Technology-enhanced blended language learning in an ESL class: A description of a model and an application of the Diffusion of Innovations theory. Retrieved from https://lib. dr.iastate.edu/cgi/viewcontent.cgi?article=2639&context=etd Haradasht, M. A., & Aidinlou, N. A. (2016). A case study on EFL classroom discourse. International Journal of Humanities and Cultural Studies (IJHCS), 1(1), 1762- 770. Kasper, G. (2006). Beyond repair: Conversation analysis as an approach to SLA. AILA Review, 19 (1), 83-99. Laferriere, T, & Lamon, M. (2010). IRFI as a form of progressive discourse in knowledge building oriented classrooms. Retrieved from http://ikit.org. Lee, J. J. (2011). A genre analysis of second language classroom discourse: Exploring the rhetorical, linguistic, and contextual dimensions of language lessons. Retrieved from https://scholarworks.gsu.edu. Li, C. S., & Irby, B. (2008). An overview of online education: Attractiveness, benefits, challenges, concerns and recommendations. College Student Journal, 42(2), 449- 459. Marzban, A., Yaqubi, B., & Qalandari, M. (2010). IRF and ISRF sequences and their anti- pedagogical value. The journal of applied linguistics, 3 (2). Nicholson, S. J. (2014). An impetus for change: classroom analysis using Sinclair and Coulthard’s model of spoken discourse. International journal of linguistics, 6 (2), 3- 10. Riffell, S, & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & education, 44 (3), 217-235. Salaberry, M.R. (2001). The use of technology for second language learning and teaching: A retrospective. The Modern Language Journal, 85 (1), 39-56. Scrivener, J. (2014). Learning teaching: The essential guide to English language teaching (3rd ed), Tehran: Rahnama, 59. Sinclair, J, & Brazil, D. (1982). Teacher talk. Oxford University Press. Sinclair, J, & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press, 6-25. Sinclair, J, & Coulthard, M. (1992). Towards an analysis of discourse. In advances in spoken discourse analysis. London: Routledge. Walsh, S. (2011). Exploring classroom discourse: Language in action. International journal of research studies in language learning, 5 (4), 2-3. Warschauer, M. (2000). Electronic literacies: Language, culture, and power in online education. Mahwah, NJ: Lawrence Erlbaum Associates. White, A. (2003). The application of Sinclair and Coulthard’s IRF structure to a classroom lesson: analysis and discussion. Retrieved from https://www.birmingham.ac.uk. Yanfen, L, & Yuqin, Z. (2010). A study of teacher talk in interactions in English classes. Chinese journal of applied linguistics, 33 (2), 2. Xin, L., Luzheng, L., & Biru, S. (2011). EFL (English as a Foreign Language) classroom discourse analysis of a vocational college and some reflections. US-China Education Review, 6, 752-755.
Yıl 2019, Cilt: 20 Sayı: 4, 135 - 148, 01.10.2019
https://doi.org/10.17718/tojde.640552

Öz

Kaynakça

  • Atkins, A. (2001). Sinclair and Coulthard’s IRF model in a one-to-one classroom: an analysis. Retrieved from https://www.birmingham.ac.uk. Bandzeladze, M. (2014). Peculiarities of the classroom discourse within the scope of language acquisition: Fourth international research conference on education, English language teaching, English language and literatures in English. International Black Sea University, 2014, Tbilisi, 36-40. Brown, H. (2010). Exchange structure in the modern classroom: Jamie’s dream school. Innervate leading undergraduate work in English studies, 3, 10-32. Cazden, C. B. (2001). Classroom discourse: The language of teaching and learning. Portsmouth. NH: Heinemann. Cengiz, O, & Cakir, H. (2016). Developing pedagogical practices in Turkish classrooms. Retrieved from https://file.scirp.org. 148 Cockayne, M. (2010). Applying the Sinclair and Coulthard’s model of discourse analysis to a student discourse analysis to a student-centered centered EFL classroom. Centre for English Language Studies Postgraduate programs, Open Distance Learning MA TEFL/TESL ODL. Curtis, D. D, & Lawson, M. J. (2001). Exploring collaborative online learning. JALN, 5 (1). Ellis, R. (1994). The study of second language acquisition. England: Oxford University Press, 2. Ginting, S. A. (2017). The Importance of Opening Moves in Classroom Interaction. Advances in Language and Literary Studies, 8(6), 7-11. Gotsiridze, R. (2014). Rationales for using the Internet in language teaching: Fourth international research conference on education, English language teaching, English language and literatures in English. International Black Sea University, 2014, Tbilisi, 159-162. Grasser, A. C., Gerns, M. A., & Goldman, S. R. (2003). Handbook of discourse processes. London: Mahwah. Grgurovic, M. (2010). Technology-enhanced blended language learning in an ESL class: A description of a model and an application of the Diffusion of Innovations theory. Retrieved from https://lib. dr.iastate.edu/cgi/viewcontent.cgi?article=2639&context=etd Haradasht, M. A., & Aidinlou, N. A. (2016). A case study on EFL classroom discourse. International Journal of Humanities and Cultural Studies (IJHCS), 1(1), 1762- 770. Kasper, G. (2006). Beyond repair: Conversation analysis as an approach to SLA. AILA Review, 19 (1), 83-99. Laferriere, T, & Lamon, M. (2010). IRFI as a form of progressive discourse in knowledge building oriented classrooms. Retrieved from http://ikit.org. Lee, J. J. (2011). A genre analysis of second language classroom discourse: Exploring the rhetorical, linguistic, and contextual dimensions of language lessons. Retrieved from https://scholarworks.gsu.edu. Li, C. S., & Irby, B. (2008). An overview of online education: Attractiveness, benefits, challenges, concerns and recommendations. College Student Journal, 42(2), 449- 459. Marzban, A., Yaqubi, B., & Qalandari, M. (2010). IRF and ISRF sequences and their anti- pedagogical value. The journal of applied linguistics, 3 (2). Nicholson, S. J. (2014). An impetus for change: classroom analysis using Sinclair and Coulthard’s model of spoken discourse. International journal of linguistics, 6 (2), 3- 10. Riffell, S, & Sibley, D. (2005). Using web-based instruction to improve large undergraduate biology courses: An evaluation of a hybrid course format. Computers & education, 44 (3), 217-235. Salaberry, M.R. (2001). The use of technology for second language learning and teaching: A retrospective. The Modern Language Journal, 85 (1), 39-56. Scrivener, J. (2014). Learning teaching: The essential guide to English language teaching (3rd ed), Tehran: Rahnama, 59. Sinclair, J, & Brazil, D. (1982). Teacher talk. Oxford University Press. Sinclair, J, & Coulthard, M. (1975). Towards an analysis of discourse: The English used by teachers and pupils. London: Oxford University Press, 6-25. Sinclair, J, & Coulthard, M. (1992). Towards an analysis of discourse. In advances in spoken discourse analysis. London: Routledge. Walsh, S. (2011). Exploring classroom discourse: Language in action. International journal of research studies in language learning, 5 (4), 2-3. Warschauer, M. (2000). Electronic literacies: Language, culture, and power in online education. Mahwah, NJ: Lawrence Erlbaum Associates. White, A. (2003). The application of Sinclair and Coulthard’s IRF structure to a classroom lesson: analysis and discussion. Retrieved from https://www.birmingham.ac.uk. Yanfen, L, & Yuqin, Z. (2010). A study of teacher talk in interactions in English classes. Chinese journal of applied linguistics, 33 (2), 2. Xin, L., Luzheng, L., & Biru, S. (2011). EFL (English as a Foreign Language) classroom discourse analysis of a vocational college and some reflections. US-China Education Review, 6, 752-755.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Articles
Yazarlar

Naeimeh Asadı Bu kişi benim 0000-0003-4527-0795

Farzaneh Khodabandeh Bu kişi benim 0000-0003-2104-622X

Razieh Rabbani Yekta Bu kişi benim 0000-0003-3045-1032

Yayımlanma Tarihi 1 Ekim 2019
Gönderilme Tarihi 30 Ekim 2018
Yayımlandığı Sayı Yıl 2019 Cilt: 20 Sayı: 4

Kaynak Göster

APA Asadı, N., Khodabandeh, F., & Yekta, R. R. (2019). Comparing and Contrasting the Interactional Performance of Teachers and Students in Traditional and Virtual Classrooms of Advanced Writing Course in Distance Education University. Turkish Online Journal of Distance Education, 20(4), 135-148. https://doi.org/10.17718/tojde.640552