Understanding Basic English Users’ Classroom Interaction: A Case Study
Article Sidebar
Main Article Content
Abstract
This qualitative case study seeks to understand the importance of interaction in an A1-English language course at a public university in Colombia. Data were collected through six non-participant observations and four semi-structured interviews. Data were organized and analyzed by using MAXQDA software. These instruments provided enough information of the participants’ perspectives about the importance of interaction when learning a new language. With these instruments, it was also possible to find the types of interaction that occurred between the participating teacher and students in the observed foreign language classroom. The findings reveal five different interaction patterns that emerged depending on its purpose, who started them, when they occurred, and how they were given.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors of the manuscripts accepted for publication in HOW journal are required to sign a nonexclusive license agreement allowing ASOCOPI to reproduce the full text on the Internet or in any other available source. Authors retain copyright of their manuscripts with the following restrictions: first publication is granted to ASOCOPI; nonexclusive agreements with third parties can be established as long as the original publication in the HOW journal is properly acknowledged.
References
Bohórquez-Suárez, I., Gómez-Sará, M., Medina-Mosquera, S. (2011). Pair Negotiation when developing English speaking tasks. HOW Journal, 18(1), 43-57.
Creswell, J. W. (2007). Qualitative inquiry & research design: Choosing among five approaches. Sage Publications.
Cruz Rondón, E. J., & Velasco Vera, L. F. (2016). Understanding the role of teaching materials in a beginners’ level English as a foreign language course: A case study. Profile: Issues in Teachers’ Professional Development 18(2), 125-137. https://doi.org/10.15446/profile.v18n2.52813
Darancık, Y. (2018). Students’ views on language skills in foreign language teaching. Published by Canadian Center of Science and Education. https://doi.org/10.5539/ies.v11n7p166
Gómez, C. (2012). Language learners’ identities in EFL settings: Resistance and power through discourse. Colombian Applied Linguistics Journal, 14(1), 60-76.
Gutiérrez Gutiérrez, D. (2005). Developing oral skills through communicative and interactive tasks. Profile: Issues in Teachers` Professional Development, 6(1), 83-96.
González Humanez, L. E., & Arias, N. (2009). Enhancing oral interaction in English as a Foreign language through task-based learning activities. Latin American Journal of Content & Language Integrated Learning, 2(2), 1-9.
Hardank, A. A. (2013). Learning languages strategies: A general overview. Social and Behavioral Sciences, 106, 1712-1726.
Hatch, J. A. (2002). Doing qualitative research in education settings. State University of New York Press.
Henríquez, T. K., Von Jhonn, H. I., Peña, V. H., & Llanquileo, E. A. (2017). The effects of memory and social strategies on oral production. Colombian Applied Linguistics Journal, 19(2), 209-218. https://doi.org/10.14483/22487085.10535
Hermanto, H. (2015). Understanding teacher talk to support students’ communicative competence. Jurnal Sosial Humaniora, 8(2), 143-159.
Hernandez, I. (2013). Enhancing oral interaction skills in undergraduate students through task- based language learning [Unpublished Master’s dissertation]. Universidad Libre.
Kuśnierek, A. (2015). Developing students’ speaking skills through role-play. Teacher Training College in Leszno, Poland. World Scientific News, 7, 73-111.
Lafont Mendoza, L. (2007). Study of factors that affect oral participation in the students of 6th grade at Maria Auxiliadora School in Sahagún Córdoba [Unpublished Master’s dissertation]. Universidad del Norte.
Lucero, E. (2011). Code-switching to know a TL equivalent of an L1 word: Request-Provision-Acknowledgement (RPA) sequence. HOW Journal, 18(1), 58-72.
Lucero, E. (2012). Asking about content and adding content: two patterns of classroom interaction. Colombian Applied Linguistics Journal, 14(1), 28 - 44. https://doi.org/10.14483/22487085.3811
Lucero, E. (2015). Doing research on classroom interaction: Approaches, studies, and reasons. In W. Escobar Alméciga & H. Castañeda-Peña (Eds.), Discourse analysis applied to English language teaching in Colombian contexts (pp. 83-113). Universidad El Bosque.
Nóbrega, D. G. A. (2008). Oral interaction and its implication in the learning and teaching process in EFL. Revista Eletrônica de Divulgação Científica em Língua portuguesa, Lingüística e Literatura, 4(8), 1-7.
Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.
Ochoa, C., Cabrera, P., Quiñónez, A., Castillo, L., & González, P. (2016). The effect of communicative activities on EFL learners’ motivation: A Case of students in the Amazon region of Ecuador. Colombian Applied Linguistics Journal, 18(2), 39-48. https://doi.org/10.14483/calj.v18n2.10018
Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Newbury House.
Patton, M. Q. (2002). Qualitative research & evaluation methods. Sage Publications.
Parga Herrera, F. (2009). Cooperative structures of interaction in a public school EFL classroom in Bogotá. Colombian Applied Linguistics Journal, 13(1), 20-34. https://doi.org/10.14483/22487085.2929
Perneth Parra, E. D. (2012). Identifying classroom activities to encourage oral participation among beginner level learners in an English class. Opening Writing Doors Journal, 9(1), 13-40.
Richards, J., & Lockhart, C.W. (1994). Reflective Teaching in Second Language Classrooms. The Modern Language Journal, 79, 121.
Rosado-Mendinueta, N. (2012). Contingent interaction: A case study in a Colombia EFL classroom. Zona Próxima, 17, 154-175.
Soraya, A. (2017). Improving students’ speaking skill through role play technique on eleventh grade students. Journal Pendidikan dan Pembelajaran Khatulistiwa, 6(11), 1-7.
Trong Tuan, L., & Kim Nhu, N. T. (2010). Theoretical review on oral interaction in EFL classrooms. Studies in Literature and Language, 1(4-5), 29-48.
Van Lier, L. (1996). Interaction in the language curriculum: Awareness, autonomy, and authenticity. Longman.
Walsh, S. (2012). Classroom discourse and teacher development. Edinburgh University Press. http://www.jstor.org/stable/10.3366/j.ctt1g0b484