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Getting Students to Talk: A Practice-Based Study on the Design and Implementation of Problem-Solving Tasks in the EFL Classroom
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In: Languages; Volume 7; Issue 2; Pages: 75 (2022)
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Abstract:
This study addresses a pedagogical practice-based issue, that is, difficulties with eliciting student–student co-constructed oral interaction in the EFL classroom. The study was conducted with a bottom-up approach to pedagogical research through the close collaboration of teachers and researchers who were equal partners in the research team. It was observed that students often engage in parallel monologues or unauthentic question–response sequences when accomplishing oral activities; thus, the research team aimed to design tasks providing opportunities for meaningful, co-constructed talk. The research design involved an iteration of task design and classroom testing in three cycles, and the student–student interaction was analyzed using conversation analysis. Findings show that the divergent problem-based task designed in this process did elicit purposeful and collaborative oral interaction, as the students engaged in co-constructed talk by visibly attending to each other’s turns-at-talk and by formulating fitting turns that fostered the progressivity of the activity. The task also included artifacts (i.e., material objects), the manipulation of which played an important role in the emerging collaborative interaction. These findings suggest that the implementation of open-ended problem-based tasks can develop students’ interactional competence, while the use of artifacts can help students make their reasoning tangible and visually accessible.
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Keyword:
collaborative research; conversation analysis; EFL; interactional competence; materials use; task design; task-oriented interaction
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URL: https://doi.org/10.3390/languages7020075
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| 2 |
The Forging Links project: Knowledge transference using pre-service teachers’ CLIL units with ICT integration
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 4, 2022 (Ejemplar dedicado a: Monográfico), pags. 63-79 (2022)
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| 3 |
Creating Corpus-Informed Materials for the English as a Foreign Language Classroom: A step-by-step guide for (trainee) teachers using online resources ...
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Creating Corpus-Informed Materials for the English as a Foreign Language Classroom: A step-by-step guide for (trainee) teachers using online resources ...
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| 5 |
(Re)designing Materials for Content and Language Integration in Secondary Spanish Immersion: A Design-Based Research Study
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| 6 |
Open Access and non-Open Access Springer Books dataset in different disciplines (2010-2019) ...
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Open Access and non-Open Access Springer Books dataset in different disciplines (2010-2019) ...
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| 8 |
Hidden Stories/Human Lives: Proceedings of the Textile Society of America 17th Biennial Symposium, October 15-17, 2020--Full Program with Abstracts & Bios
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In: Textile Society of America Symposium Proceedings (2020)
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| 9 |
Los “diseños verdaderos” en los tejidos de las mujeres cashinahuá del Alto Purús
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In: PreColumbian Textile Conference VIII / Jornadas de Textiles PreColombinos VIII (2019) (2020)
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| 10 |
Needs Analysis in Course Design: Converging Learners’, Instructors’ and Developers’ Voices
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 33, 2020, pags. 145-162 (2020)
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| 11 |
Metaphors and analogies through smart materials to mitigate age-related differences in the understanding of technology
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| 12 |
Open Access and non-Open Access Springer Books dataset in different disciplines (2010-2019) ...
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Open Access and non-Open Access Springer Books dataset in different disciplines (2010-2019) ...
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| 18 |
Teachers' appraisals of adjectives relating to mathematics tasks
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| 19 |
Tinctorial Cartographies: Plant, Dye & Place
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In: Textile Society of America Symposium Proceedings (2018)
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| 20 |
Along a Continuum: Spirally-woven Beadwork of the Tlingit, Wasco, and Pit River Peoples
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In: Textile Society of America Symposium Proceedings (2018)
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