Students' Self-Repair in EFL Classroom Interactions: Implications for Classroom Dynamics

Autor/inn/en	Beshir, Mohammed; Yigzaw, Abiy
Titel	Students' Self-Repair in EFL Classroom Interactions: Implications for Classroom Dynamics
Quelle	In: Asian-Pacific Journal of Second and Foreign Language Education, 7 (2022), Artikel 26 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beshir, Mohammed)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2363-5169
DOI	10.1186/s40862-022-00153-6
Schlagwörter	Error Correction; English (Second Language); Second Language Learning; Second Language Instruction; Syntax; Teaching Methods; Language Usage; Undergraduate Students; Learning Strategies; Student Attitudes; Time Factors (Learning); Oral Language; Public Speaking; Classroom Environment; Behavior Patterns; Classroom Communication + Suchen Sie Ihr Suchwort? Korrektur; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Sprachgebrauch; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Schülerverhalten; Oral interpretation; Mündlicher Sprachgebrauch; Vortrag; Klassenklima; Unterrichtsklima; Klassengespräch
Abstract	This study aimed to evaluate whether or not students engage in self-help behavior when they encounter difficulties during their presentations. The participants were second year EFL college trainees; the data were obtained from their classroom presentations. The audio recorded data has been transcribed, coded, and categorized into quantitative and qualitative data. Descriptive statistical tools were employed to analyze the quantitative component, while thematic analysis was used to explain the qualitative data. Based on the findings, the students engaged in different kinds of strategies for self-repair, including same-information repair (repetition) 48 (36.9%); appropriateness repair 46 (35.4%); error repair 32 (24.6%); and back-to-error 4 (3.1%). From the point of view of the trouble sources that trigger self-repair, this research highlighted difficulties with syntactic and lexical errors as the most prevalent problems among EFL learners. The self-repair evidences revealed the importance of giving time for students to modify their utterances by themselves. In addition, the result could help teachers determine where to focus their efforts in helping students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01