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ERIC Number: EJ1257524
Record Type: Journal
Publication Date: 2020
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0305-764X
EISSN: N/A
Teacher-Student Interactions and Feedback in English as a Foreign Language Classrooms
Vattøy, Kim-Daniel; Gamlem, Siv M.
Cambridge Journal of Education, v50 n3 p371-389 2020
This study focuses on the quality of teacher-student interactions and feedback in teaching English as a foreign language (EFL). Data consisted of 65 video-recorded lessons from 13 classrooms in two lower-secondary schools, and were coded with Classroom Assessment Scoring System--Secondary. Four cases were selected and analysed for feedback practice based on teachers' use of first language (L1: here, Norwegian) and target language (L2: here, English) in EFL lessons. Teacher-student interactions were characterised by mid quality of emotional support and high quality of classroom organisation, but relatively low quality of instructional support. The results revealed an interdependence between quality of feedback and instructional dialogue, yet there appeared to be difficulties in supporting students' internal feedback and self-regulation. Engaging in extended feedback dialogues in the L2 seemed to be a central challenge facing the EFL teachers. The results provide knowledge for teacher education and teachers' facilitation of student learning.
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Identifiers - Assessments and Surveys: Classroom Assessment Scoring System
Grant or Contract Numbers: N/A