| 1. |
- Hırçın Çoban, Merve, et al.
(författare)
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Resolving interactional troubles and maintaining progressivity in paired speaking assessment in an EFL context
- 2020
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Ingår i: Papers in Language Testing and Assessment. - 2201-0009. ; 9:1, s. 64-94
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Tidskriftsartikel (refereegranskat)abstract
- Any form of talk-in-interaction is organized in relation to progressivity (Schegloff, 2007; Hosoda & Aline, 2013). Progressivity of interaction may involve resolving interactional troubles and producing subsequent talk, and it is endemic to the organisation of conversation at the level of turn construction (Schegloff, 1979). In testing speaking skills, as progressivity of talk between peers is central for teachers to be able to assess students’ performances, troubles that halt progressivity and the resolution of such troubles by the students deserve close analyses. Against this background, this paper focuses on how paired L2 (i.e., English) speaking assessment interactions unfold in a Turkish higher education context. Using multimodal conversation analysis, we investigated the interactional resources that are deployed to maintain progressivity when there is a halt in the unfolding interaction, an under-researched phenomenon in L2 speaking assessment contexts. We used transcriptions of 100 video-recorded paired test interactions, each of which were approximately four minutes long. We identified and described the ways interactional trouble was flagged, paying close attention to how embodied resources, such as hand and other gestures, gaze direction, posture and body orientation, and facial expressions (Nevile, 2015), are used by the interactants. Based on 100 paired assessment interactions our findings reveal that in moments of interactional trouble participants make transitions to a sub-topic, formulate understandings, and engage in collaborative completions to maintain progressivity, using a variety of interactional resources as part of their interactional repertoires. The ways such troubles unfold in interaction and how they are resolved by L2 users to maintain progressivity of test-talk have potential to inform research on the assessment of Interactional Competence.
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| 2. |
- Sert, Olcay, PhD, 1981-, et al.
(författare)
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A corpus linguistic investigation into online peer feedback practices in CALL teacher education
- 2020
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Ingår i: Applied Linguistics Review. - : WALTER DE GRUYTER GMBH. - 1868-6303 .- 1868-6311. ; 11:1, s. 55-78
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates the online peer feedback practices of teacher trainees who are engaged in designing CALL materials. The participants are 111 pre-service English language teachers enrolled in a teacher education programme in Turkey, who post the materials they produce to an online course blog and then evaluate each other's materials. The data come from the compilation of blog posts produced to provide online peer feedback, forming the Corpus of Online Peer Feedback in Teaching. The data are analysed using corpus linguistics, drawing on frequency, collocation, concordance, and keyword analyses. Our findings show that the participants highlight particular features of CALL materials such as student-centeredness, learner interest, and visual aspects by using constructive peer feedback with hedged evaluations, which brings data-based evidence for their knowledge on and beliefs about CALL materials. This research makes a methodological contribution to the study of online data in the field of language teacher education by employing the analytical lense of corpus linguistics. More importantly, the findings reveal that such an analytic approach can bring new insights into understanding the technological and pedagogical knowledge and beliefs of teachers in relation to language teaching materials design and development. The implications of the findings for research on CALL teacher education as well as on feedback and reflection practices are discussed.
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| 3. |
- Sert, Olcay, PhD, 1981-
(författare)
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Editorial
- 2020
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Ingår i: Classroom Discourse. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1946-3014 .- 1946-3022. ; 11:1, s. 1-3
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Sert, Olcay, PhD, 1981-, et al.
(författare)
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Editorial
- 2020
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Ingår i: Classroom Discourse. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 1946-3014 .- 1946-3022. ; 11:3, s. 191-192
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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