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SPEECH ACTS IN ENGLISH LEARNING CLASSROOMS (Case Study at The Islamic College Jakarta)
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In: Language Literacy: Journal of Linguistics, Literature, and Language Teaching, Vol 5, Iss 1, Pp 160-169 (2021) (2021)
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| 2 |
‘I FEEL LIKE I GO BLANK’: IDENTIFYING THE FACTORS AFFECTING CLASSROOM PARTICIPATION IN AN ORAL COMMUNICATION COURSE
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In: TEFLIN Journal, Vol 31, Iss 1, Pp 19-43 (2020) (2020)
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Abstract:
This paper reports on a case study of seven undergraduate students’ classroom participation in an English-medium university in an EFL context, with a focus on their perceptions about the factors affecting their involvement in interactional opportunities in a specific speaking course. Results suggest that student participation in a foreign language learning setting is a complicated and dynamic process strongly influenced by multiple factors. Students’ participation in the language practices of the classroom and their agentive choices for L2 speaking appear to be contingent on the various individual (psychological and social) factors and contextual and classroom-oriented factors. Therefore, this current piece supports the importance of a holistic understanding of multiple factors to arrive at an in-depth picture of students’ involvement, engagement, and participation.
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Keyword:
classroom participation; efl; influential factors; interaction; Language and Literature; P; P1-1091; Philology. Linguistics; speaking classes
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URL: https://doi.org/10.15639/teflinjournal.v31i1/19-43
https://doaj.org/article/a75e0bbad5ca48d0bc3ab67e1c4507f5
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The analysis of teacher talk and the characteristic of classroom interaction in English for young learner
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In: ELT Forum: Journal of English Language Teaching, Vol 8, Iss 2, Pp 166-174 (2019) (2019)
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| 4 |
Gender perspective on teacher-pupil classroom interaction: Feedback and evaluation
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In: Slovenščina 2.0: Empirične, aplikativne in interdisciplinarne raziskave, Vol 7, Iss 2 (2019) (2019)
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| 5 |
Classroom Interaction in ELTE Undergraduate Programs: Characteristics and Pedagogical Implications
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In: Colombian Applied Linguistics Journal, Vol 19, Iss 2, Pp 193-208 (2017) (2017)
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| 6 |
CLASSROOM INTERACTION STRATEGIES EMPLOYED BY ENGLISH TEACHERS AT LOWER SECONDARY SCHOOLS
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In: TEFLIN Journal, Vol 26, Iss 2, Pp 247-264 (2015) (2015)
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| 7 |
Aprendizagem enquanto produção conjunta de conhecimento: avançando tarefas e alcançando entendimentos satisfatórios na fala-em-interação
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In: Revista Brasileira de Linguística Aplicada, Vol 14, Iss 1, Pp 111-140 (2014) (2014)
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| 8 |
POLITENESS STRATEGIES IN TEACHER-STUDENT INTERACTION IN AN EFL CLASSROOM CONTEXT
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In: TEFLIN Journal, Vol 24, Iss 1, Pp 82-96 (2013) (2013)
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| 9 |
ORAL DISCOURSE GENERATED THROUGH PEER-INTERACTION WHILE COMPLETING COMMUNICATIVE TASKS IN AN EFL CLASSROOM
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In: TEFLIN Journal, Vol 24, Iss 2, Pp 220-236 (2013) (2013)
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| 10 |
POLITENESS STRATEGIES IN TEACHER-STUDENT INTERACTION IN AN EFL CLASSROOM CONTEXT
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In: TEFLIN Journal, Vol 24, Iss 1, Pp 82-96 (2013) (2013)
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| 11 |
ORAL DISCOURSE GENERATED THROUGH PEERINTERACTION WHILE COMPLETING COMMUNICATIVE TASKS IN AN EFL CLASSROOM
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In: TEFLIN Journal, Vol 24, Iss 2, Pp 220-236 (2013) (2013)
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| 12 |
Language learners’ identities in EFL settings: resistance and power through discourse
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In: Colombian Applied Linguistics Journal, Vol 14, Iss 1, Pp 60-76 (2012) (2012)
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| 13 |
Literacy practices, texts, and talk around texts: english language teaching developments in colombia
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In: Colombian Applied Linguistics Journal, Vol 0, Iss 8, Pp 7-37 (2011) (2011)
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| 14 |
Social interactive entropy and interaction in the language teacher education classroom
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In: Revista Brasileira de Linguística Aplicada, Vol 13, Iss 2, Pp 625-641
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