An Investigation of Oral Interaction in English as a Foreign Language Classroom

Norah Ibrahim Almohizea

doi:doi:10.11648/j.ijll.20180603.11

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An Investigation of Oral Interaction in English as a Foreign Language Classroom

Norah Ibrahim Almohizea

Published in International Journal of Language and Linguistics (Volume 6, Issue 3)

Received: 16 March 2018 Accepted: 11 April 2018 Published: 21 May 2018

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Abstract

This thesis presents the findings of a study into classroom oral interaction in an EFL class in Saudi Arabia. One teacher was observed while teaching at an EFL private institution in Saudi Arabia. The purpose of the study was four-fold: to determine the amount of the L1 (native language) and the TL (target language) used in the classroom; to compare the teacher’s contribution in class with students’ contributions; to identify the interactional moves the teacher used to elicit students’ participation and to analyse the teacher’s corrective feedback and its effectiveness. The findings indicated that even though the teacher used the TL extensively, students’ contributions were scarce. The findings also suggest that students’ contributions were influenced by the teacher’s elicitation techniques. Finally, the analysis of the teacher’s corrective feedback revealed that it did little to improve students’ acquisition of the TL.

Published in	International Journal of Language and Linguistics (Volume 6, Issue 3)
DOI	10.11648/j.ijll.20180603.11
Page(s)	51-60
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2018. Published by Science Publishing Group

Keywords

Corrective Feedback, Elicitation Techniques, Oral Interaction, Students’ Contributions, Teacher’s Contribution

References

[1]	Turnbull, M., & Arnett, K. (2002) Teachers’ uses of the target and first language in second and foreign language classrooms. Annual Review of Applied Linguistics, 22, 204-218.
[2]	Edstrom, A. (2006). L1 use in the L2 classroom: One teacher’s selfevaluation. The Canadian Modern Language Review, 63.2, 275-292.
[3]	White, E. (2009) Investigating use of the first language (L1) in the foreign language (FL) classroom. Unpublished master’s thesis, The University of Melbourne, Melbourne, AU.
[4]	Varshney, R. & Rolin-Ianziti, J. (2008) Students’ views regarding the use of the first language: An exploratory study in a tertiary context maximizing target language use. The Canadian Modern Language Review, 65.2, 249-273.
[5]	Paker, T., & Karaağaç, Ö. (2015). The use and functions of mother tongue in EFL classes. ProcediaSocial and Behavioral Sciences, 199, 111–119.
[6]	Shomoossi, N. (2004) The effect of teachers’ questioning behavior on EFL classroom interaction: A classroom research study. Reading Matrix, 4, 2, 96-104.
[7]	Kim, S. & Elder, K. (2005) Language choices and pedagogic functions in the foreign language classroom: a cross-linguistic functional analysis of teacher talk. Language Teaching Research, 9, 4, 355-380.
[8]	Crichton, H. (2009)’ Value added’ modern language teaching in the classroom: An investigation into how teachers’ use of classroom target language can aid pupils’ communication skills. Language Learning Journal, 37.1, 19-39.
[9]	Brulhart, K. (1986) Foreigner talk in ESL classroom: interactional adjustment to adult students at two language proficiency levels. TESL. Canada Journal, 1, 29-42.
[10]	Alsubaie, S. (2015) An analysis of classroom discourse: Elicitation Techniques in EFL Classrooms. International Journal of English Language Teaching, 3, 8, 29-39.
[11]	Long, M. H., Inagaki, S. & Ortega, L. (1998) The role of negative feedback in SLA: Models and recasts in Japanese and Spanish. The Modern Language Journal, 82, 357-371.
[12]	Lyster, R., & Ranta, L. (1997) Foreigner talk in ESL classroom: interactional adjustment to adult students at two language proficiency levels. TESL Canada Journal, 1, 29-42.
[13]	Spada, N., & Frohlich, M. (1995). COLT Observation Scheme. Sydney: National Centre for English Language Teaching and Research, Macquarie University.
[14]	Kirgoz, Y., & Agcam, R. (2015). Teachers’ perceptions on corrective feedback in Turkish primary schools. ProcediaSocial and Behavioral Sciences, 192, 574–581
[15]	Lyster, R. & Saito, K. (2010) Oral feedback in classroom SLA: A meta-analysis. Studies in Second Language Acquisition, 32, 256-302.
[16]	Ammar, A. & Spada, N. (2006) One size fits all?: prompts, recasts and L2 learning. Studies in Second Language Acquisition, 28, 543-574.
[17]	Syed, Z. (2003) TESOL in the Gulf: The sociocultural context of English language teaching in the Gulf. TESOL Quartrely, 37, 2, 337-341.

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APA Style

Norah Ibrahim Almohizea. (2018). An Investigation of Oral Interaction in English as a Foreign Language Classroom. International Journal of Language and Linguistics, 6(3), 51-60. https://doi.org/10.11648/j.ijll.20180603.11

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ACS Style

Norah Ibrahim Almohizea. An Investigation of Oral Interaction in English as a Foreign Language Classroom. Int. J. Lang. Linguist. 2018, 6(3), 51-60. doi: 10.11648/j.ijll.20180603.11

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AMA Style

Norah Ibrahim Almohizea. An Investigation of Oral Interaction in English as a Foreign Language Classroom. Int J Lang Linguist. 2018;6(3):51-60. doi: 10.11648/j.ijll.20180603.11

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@article{10.11648/j.ijll.20180603.11,
  author = {Norah Ibrahim Almohizea},
  title = {An Investigation of Oral Interaction in English as a Foreign Language Classroom},
  journal = {International Journal of Language and Linguistics},
  volume = {6},
  number = {3},
  pages = {51-60},
  doi = {10.11648/j.ijll.20180603.11},
  url = {https://doi.org/10.11648/j.ijll.20180603.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20180603.11},
  abstract = {This thesis presents the findings of a study into classroom oral interaction in an EFL class in Saudi Arabia. One teacher was observed while teaching at an EFL private institution in Saudi Arabia. The purpose of the study was four-fold: to determine the amount of the L1 (native language) and the TL (target language) used in the classroom; to compare the teacher’s contribution in class with students’ contributions; to identify the interactional moves the teacher used to elicit students’ participation and to analyse the teacher’s corrective feedback and its effectiveness. The findings indicated that even though the teacher used the TL extensively, students’ contributions were scarce. The findings also suggest that students’ contributions were influenced by the teacher’s elicitation techniques. Finally, the analysis of the teacher’s corrective feedback revealed that it did little to improve students’ acquisition of the TL.},
 year = {2018}
}

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TY  - JOUR
T1  - An Investigation of Oral Interaction in English as a Foreign Language Classroom
AU  - Norah Ibrahim Almohizea
Y1  - 2018/05/21
PY  - 2018
N1  - https://doi.org/10.11648/j.ijll.20180603.11
DO  - 10.11648/j.ijll.20180603.11
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 51
EP  - 60
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20180603.11
AB  - This thesis presents the findings of a study into classroom oral interaction in an EFL class in Saudi Arabia. One teacher was observed while teaching at an EFL private institution in Saudi Arabia. The purpose of the study was four-fold: to determine the amount of the L1 (native language) and the TL (target language) used in the classroom; to compare the teacher’s contribution in class with students’ contributions; to identify the interactional moves the teacher used to elicit students’ participation and to analyse the teacher’s corrective feedback and its effectiveness. The findings indicated that even though the teacher used the TL extensively, students’ contributions were scarce. The findings also suggest that students’ contributions were influenced by the teacher’s elicitation techniques. Finally, the analysis of the teacher’s corrective feedback revealed that it did little to improve students’ acquisition of the TL.
VL  - 6
IS  - 3
ER  -

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Author Information

Norah Ibrahim Almohizea

College of Languages & Translation, King Saud University, Riyadh, Saudi Arabia

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APA Style

Norah Ibrahim Almohizea. (2018). An Investigation of Oral Interaction in English as a Foreign Language Classroom. International Journal of Language and Linguistics, 6(3), 51-60. https://doi.org/10.11648/j.ijll.20180603.11

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ACS Style

Norah Ibrahim Almohizea. An Investigation of Oral Interaction in English as a Foreign Language Classroom. Int. J. Lang. Linguist. 2018, 6(3), 51-60. doi: 10.11648/j.ijll.20180603.11

Copy | Download

AMA Style

Norah Ibrahim Almohizea. An Investigation of Oral Interaction in English as a Foreign Language Classroom. Int J Lang Linguist. 2018;6(3):51-60. doi: 10.11648/j.ijll.20180603.11

Copy | Download

@article{10.11648/j.ijll.20180603.11,
  author = {Norah Ibrahim Almohizea},
  title = {An Investigation of Oral Interaction in English as a Foreign Language Classroom},
  journal = {International Journal of Language and Linguistics},
  volume = {6},
  number = {3},
  pages = {51-60},
  doi = {10.11648/j.ijll.20180603.11},
  url = {https://doi.org/10.11648/j.ijll.20180603.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijll.20180603.11},
  abstract = {This thesis presents the findings of a study into classroom oral interaction in an EFL class in Saudi Arabia. One teacher was observed while teaching at an EFL private institution in Saudi Arabia. The purpose of the study was four-fold: to determine the amount of the L1 (native language) and the TL (target language) used in the classroom; to compare the teacher’s contribution in class with students’ contributions; to identify the interactional moves the teacher used to elicit students’ participation and to analyse the teacher’s corrective feedback and its effectiveness. The findings indicated that even though the teacher used the TL extensively, students’ contributions were scarce. The findings also suggest that students’ contributions were influenced by the teacher’s elicitation techniques. Finally, the analysis of the teacher’s corrective feedback revealed that it did little to improve students’ acquisition of the TL.},
 year = {2018}
}

Copy | Download

TY  - JOUR
T1  - An Investigation of Oral Interaction in English as a Foreign Language Classroom
AU  - Norah Ibrahim Almohizea
Y1  - 2018/05/21
PY  - 2018
N1  - https://doi.org/10.11648/j.ijll.20180603.11
DO  - 10.11648/j.ijll.20180603.11
T2  - International Journal of Language and Linguistics
JF  - International Journal of Language and Linguistics
JO  - International Journal of Language and Linguistics
SP  - 51
EP  - 60
PB  - Science Publishing Group
SN  - 2330-0221
UR  - https://doi.org/10.11648/j.ijll.20180603.11
AB  - This thesis presents the findings of a study into classroom oral interaction in an EFL class in Saudi Arabia. One teacher was observed while teaching at an EFL private institution in Saudi Arabia. The purpose of the study was four-fold: to determine the amount of the L1 (native language) and the TL (target language) used in the classroom; to compare the teacher’s contribution in class with students’ contributions; to identify the interactional moves the teacher used to elicit students’ participation and to analyse the teacher’s corrective feedback and its effectiveness. The findings indicated that even though the teacher used the TL extensively, students’ contributions were scarce. The findings also suggest that students’ contributions were influenced by the teacher’s elicitation techniques. Finally, the analysis of the teacher’s corrective feedback revealed that it did little to improve students’ acquisition of the TL.
VL  - 6
IS  - 3
ER  -

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