Jul 2026· Hacettepe University Journal of Education· Vol 41, pp. 699-737· 0 citations· 34 references
Abstract
This study examines how interactional strategies and awareness of spoken language can be introduced, developed, and practiced in a synchronous online Turkish as a second language (TSL) setting through a conversation analysis (CA)-informed pedagogical framework. Employing an action research design, the study implemented iterative instructional cycles with five adult L2 Turkish learners in live Zoom-based classes. Drawing on qualitative data from classroom interaction, learner reflections, and task-based speaking performances, the study proposes and evaluates a five-step teaching model consisting of (1) feedback, (2) preparation and awareness-raising, (3) watching and conversation analysis, (4) in-class speaking tasks, and (5) out-of-class speaking tasks. The findings suggest that this model may support learners’ emerging interactional competence, as reflected in more frequent participation, greater use of discourse markers, and an increased orientation to turn-taking and floor management. Learners also reported heightened awareness of differences between spoken and written Turkish, along with reduced speaking anxiety and enhanced communicative self-confidence. Overall, the study indicates that CA-informed, interaction-focused online instruction may be a productive approach to fostering interactional competence within this cohort when pedagogical design emphasizes sustained, socially situated interaction.
The study aims to explore the effectiveness of debate activities as an instructional method for improving the speaking competencies of non-English major students in a Vietnamese university context, addressing the gap in process-oriented research on debate-based instruction in Vietnamese tertiary EFL contexts. The study employed the Classroom Action Research (CAR) design with 20 first-year students across two instructional cycles. The class observation and speaking performance test with an analytical rubric collected the data. The students’ speaking performances increased from Cycle I (mean score = 65.5) to Cycle II (mean score = 74.45). Improvements related to better engagement in class activities, learner confidence and peer interactions. These findings suggest that, from an SLA perspective, debate activities enhance interaction by enabling learners to negotiate meaning and co-construct language during communicative exchanges. However, improvements in grammatical accuracy and vocabulary range were more limited. The findings indicate a 13.7% improvement in speaking performance, highlighting the pedagogical value of debate in enhancing communicative competence in EFL contexts.
Unknown authors· Journal of Language Teaching...· 0 citations
Using Conversation Analysis (CA), the study examines a single Thai undergraduate English as a foreign language (EFL) conversation class to explore the interactional work accomplished through the teacher’s third turns within the initiation-response-feedback (IRF) sequence. Focusing on naturally occurring classroom interaction, the analysis is situated within Seedhouse’s (2004) four micro-pedagogical contexts, i.e., procedural, task-oriented, form-and-accuracy, and meaning-and-fluency. Adopting CA’s commitment to local logic, emic rationality, and situated action, the study foregrounds how the interactional work of the third turn emerges moment-by-moment in response to students’ prior turns and displayed understandings. The findings show that, unlike much previous research that prioritized a single pedagogical context, the teacher’s third-turn practices recur across the different contexts examined, while their interactional functions vary depending on local pedagogical orientations. Rather than operating as uniform acts of feedback or evaluation, teacher third turns are shaped by unfolding pedagogical contexts. The study concludes by suggesting that future research adopt collective case analysis to examine the extent to which such interactional patterns recur across classrooms and pedagogical settings.
Oral corrective feedback (OCF) is widely recognised as a key pedagogical mechanism in the development of second language speaking proficiency; however, existing research has largely examined OCF in controlled settings or focused on isolated feedback types, offering limited insight into how feedback is interpreted, negotiated, and enacted within authentic classroom interaction. Addressing this gap, this qualitative study examines how cognitive, social, and affective processes shape teachers’ and students’ experiences of feedback in Chinese university English as a foreign language (EFL) classroom. Rather than treating OCF as a purely technical corrective move, the study conceptualises it as a relational and context-sensitive pedagogical process. Drawing on interactionist and sociocultural perspectives, the study investigates the perspectives of 12 university English teachers and 24 undergraduate students across fluency- and accuracy-oriented speaking tasks. Data were generated through semi-structured interviews, non-participant classroom observations, and stimulated-recall sessions, and analysed using reflexive thematic analysis. The findings indicate that OCF is understood not merely as a technical response to linguistic error but as a relational pedagogical practice embedded in task demands, classroom norms, and interpersonal considerations. Teachers emphasised the strategic calibration of timing, explicitness, and scaffolding to support noticing and self-repair, while students foregrounded relational sensitivity, emotional safety, and face protection as conditions for meaningful engagement with feedback. Three interrelated tensions were identified: negotiating explicit correction alongside affective comfort, managing face and hierarchical relations during public feedback, and orchestrating teacher, peer, self-, and technology-supported feedback within everyday classroom activity. Overall, the study demonstrates that the effectiveness of OCF emerges from the dynamic coordination of cognitive, affective, and interactional factors rather than from isolated feedback techniques. The study contributes to EFL pedagogy in Asian higher education by offering a reconceptualised understanding of OCF as a relational, affect-sensitive, and contextually mediated process, with implications for designing task-sensitive and learner-responsive feedback practices.
Rong Zhu, M. Mokhtar· Asian-Pacific Journal of Sec...· 0 citations
Abstract This study examines how feedback and non-feedback are interactionally organised in a synchronous online Turkish as a second language (L2) classroom and explores the teacher’s stated pedagogical priorities in relation to these practices. Drawing on 300 min of classroom recordings and a qualitative survey with an L2 Turkish instructor, the research employed a case study design using an inductive coding approach informed by Grounded Theory. The analysis revealed three distinct patterns of feedback: normative feedback, characterized by structured corrections and strong Initiation–Response–Evaluation sequences; pseudo-conversational feedback, where teacher control limited substantive student engagement; and non-feedback, where semantic, syntactic, and morphological errors often went unaddressed. The findings revealed recurrent instances in which errors in key linguistic domains remained unaddressed, while the teacher’s stated emphasis on functionality and fluency provided contextual insight into her broader pedagogical orientation. The study underscores the need for more comprehensive and dialogic feedback strategies in Turkish L2 instruction, particularly in online contexts. The findings have implications for feedback-focused professional development, particularly regarding selective correction, opportunities for learner repair, and the management of fluency–accuracy tensions in online instruction.
Şeyma Kökcü, Züleyha Ünlü Carlık· Applied Linguistics Review· 0 citations
Task-Based Language Teaching (TBLT) has been widely known as a promising approach within Communicative Language Teaching (CLT), yet its implementation in English as a Foreign Language (EFL) settings frequently reveals a clear gap between theoretical ideals and classroom realities. This paper critically examines that gap, paying particular attention to how Long’s (1981) Interaction Hypothesis fares against the everyday constraints of managing instruction in Chinese middle schools. Drawing on empirical studies and key frameworks—including Krashen’s (1985) Input Hypothesis and Ellis’s (2003) work on task complexity—the analysis identifies a set of obstacles: teachers’ insufficient pedagogical preparation, students’ entrenched examination-oriented habits, and the logistical difficulties of fostering interaction in overcrowded classrooms. The tension between linguistic accuracy and communicative fluency is also addressed. Possible responses include differentiated task design, dynamic scaffolding, and strategic integration of Computer-Assisted Language Learning (CALL). The conclusion is that TBLT’s sustainability depends on pragmatic alignment with local socio-cultural conditions, not on wholesale replication of Western instructional models.
Shuming Qiu· Academic Journal of Educatio...· 0 citations
This study examined the effect of role-play as a drama-based pedagogical strategy on the speaking proficiency of Turkish adult learners enrolled in the preparatory program at Biruni University. The participants in this study were 64 EFL learners aged 18 to 22. The current study investigated how role play influences learners' fluency and confidence during speaking tasks and compared the effectiveness of drama-based strategies with traditional pedagogical approaches, such as the teacher-centred model. A mixed-methods quasi-experimental design was employed, with two groups: an experimental group that participated in drama-based role-play activities and a control group that received conventional speaking exercises. To evaluate speaking quality, both pre- and post-tests were assessed using an adapted version of the IELTS Speaking Band Descriptors, focusing on four key criteria: fluency and coherence, lexical resource, grammatical range and accuracy, and pronunciation. Data collection tools included pre-test and post-test, semi-structured interviews, and an observation checklist. Quantitative data were analyzed using paired and independent t-tests to measure developments in speaking performance. Qualitative data from classroom observations and interviews were subjected to thematic analysis to gain insights into learners' confidence, engagement, and attitudes toward the role-play method.
Ola Mosully, Ayman Mosully· International Journal of Lin...· 0 citations
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