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‘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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AN ANALYSIS OF CLASSROOM INTERACTION USING FLINT SYSTEM IN ENGLISH FOR TOURISM CLASS AT SMK BINA BANUA BANJARMASIN
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In: LET: Linguistics, Literature and English Teaching Journal, Vol 7, Iss 2, Pp 254-283 (2018) (2018)
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Teacher questioning: exploring student interaction and cognitive engagement in Spanish and EMI university lectures
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In: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 3, 2018 (Ejemplar dedicado a: Adressing bilingualism in Higher Education: policies and implementation issues), pags. 103-120 (2018)
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Third places and the interactive construction of interculturality in the English as foreign/additional language classroom
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In: Acta Scientiarum. Language and Culture; Vol 38 No 4 (2016); 337-346 ; Acta Scientiarum. Language and Culture; v. 38 n. 4 (2016); 337-346 ; 1983-4683 ; 1983-4675 (2016)
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| 7 |
Student interview for Place-Based WAC/WID writing instruction in Social Work, clip 2 of 18
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The institutional and beyond: On L2 teachers' identity display in L2 classrooms
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In: Social Identities and Multiple Selves in Foreign Language Education ; https://hal.archives-ouvertes.fr/hal-00761009 ; Damian J. Rivers et Stephanie Ann Houghton. Social Identities and Multiple Selves in Foreign Language Education, Bloomsbury Academic, pp.13-32, 2013, 9781441160645 ; http://www.bloomsbury.com/us/social-identities-and-multiple-selves-in-foreign-language-education-9781441160645/ (2013)
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Pedagogy or Ideological Struggle? An Examination of Pupils’ and Teachers’ Expectations for Talk in the Classroom
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| 10 |
Rights Creative Commons: Attribution 3.0 Hong Kong License Title: Classroom Discourse
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In: http://hub.hku.hk/bitstream/10722/57046/1/classroom.pdf?accept=1
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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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