Qualitative research
Zeena Hameed; Hamid Allami; Zia tajeddin
Abstract
Classroom interaction is the result of interplay of complex feelings and varying ideas and thoughts between the students and the teacher. As a major player, the L2 teacher can deploy different interactional resources to promote classroom interaction. Their decision to do so depends partly on their beliefs ...
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Classroom interaction is the result of interplay of complex feelings and varying ideas and thoughts between the students and the teacher. As a major player, the L2 teacher can deploy different interactional resources to promote classroom interaction. Their decision to do so depends partly on their beliefs about the role of interaction in developing second language competence. To explore novice and experienced Iraqi EFL teachers’ knowledge and experience of classroom interaction and its practical components, in-depth interview data were obtained from ten high school English teachers. The data were transcribed and analyzed through deductive content analysis. The findings revealed that while both novice and experienced teachers believed in the promotion of classroom interaction, their conceptions of the adoption and practice of interactional resources varied. The findings underscore the need for L2 teacher education that equips teachers with the necessary knowledge and skills to effectively implement interactional competence in their classrooms.
Zahra Kamrani; Zia Tajeddin; Minoo Alemi
Abstract
The emerging interest in scaffolding as a dynamic, multifaceted, and evolving construct has mounted over the last decades due to its impact on teachers’ professional development and students’ learning. The present paper adopted conversation analysis to analyze scaffolding intentions in content-based ...
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The emerging interest in scaffolding as a dynamic, multifaceted, and evolving construct has mounted over the last decades due to its impact on teachers’ professional development and students’ learning. The present paper adopted conversation analysis to analyze scaffolding intentions in content-based instruction (CBI) based on Van de Pol et al.’s (2010) framework of scaffolding intentions, which includes direction maintenance, cognitive structuring, reduction of the degrees of freedom, recruitment, and frustration control. Through convenience sampling, four science teachers in English-medium CBI were selected, and the videotaped recordings of 12 hours of their online classroom instruction were transcribed and analyzed. The findings indicated that scaffolding intentions mostly pertain to enhancing students’ cognitive structuring, controlling their frustration, and promoting their engagement in the learning process. The findings showed that the cognitive load of learning concepts was one of the main determiners of teachers’ scaffolding. Also, various activities to recruit interest were used by the teachers to provide scaffolding. The findings evidenced that teachers’ interactional and instructional techniques were mostly centered on directing students towards the pedagogical aims and engaging them in the various activities at hand to call students’ attention to the applicability of science matters in the real-life or personal experience. It should be noted that developing self-supporting and self-reflecting strategies were demanding for the teachers. These findings have implications for the teachers and teacher educators to heighten teachers’ awareness of scaffolding in CBI classes to enact more effective teaching.
