E-CLASSROOM LANGUAGE: A CONVERSATION ANALYSIS OF SYNCHRONOUS INSTRUCTIONS DURING THE COVID-19 OUTBREAK

Hany Apriliani; Nenden Sri Lengkanawati

doi:10.24127/pj.v12i1.5542

E-CLASSROOM LANGUAGE: A CONVERSATION ANALYSIS OF SYNCHRONOUS INSTRUCTIONS DURING THE COVID-19 OUTBREAK

Hany Apriliani^(1*), Nenden Sri Lengkanawati⁽²⁾,

(1) Universitas Pendidikan Indonesia
(2) Universitas Pendidikan Indonesia
(*) Corresponding Author

Abstract

Normally, when teaching in traditional classrooms, teachers would use different types of classroom language for a variety of purposes such as greetings, giving instructions, asking questions, and giving feedback. This study seeks to examine teachers’ use of classroom language in synchronous virtual classrooms and the extent to which it facilitates learning opportunities for EFL learners. Under the qualitative research framework, video recordings of online instructional activities were analyzed using a conversation analysis approach. The results show that the majority of expressions used in online synchronous instructions were quite similar to those used in traditional classrooms except for the expressions like “let me share my screen,” “turn on the camera,” and “I will mute everyone”. The results also show that teachers’ e-classroom language use provided learning opportunities for students by means of recast, scaffolding, and extended wait time for students’ turns.

Keywords

e-classroom language; EFL learning opportunities; language input; virtual classroom

References

Atkinson, J. M., & Heritage, J. (1984). Transcript notation. In J. M. Atkinson, & J. Heritage (Eds.), Structures of social action: Studies in conversation analysis (pp. IX–XVI). Cambridge: Cambridge University Press.

Aufa, M.-a., & Syarif, H. (2020). Error analysis on classroom language made by pre-service teachers of English Education Program UNP. Journal of English Language Teaching, 9(1), 56-64. doi:10.24036/jelt.v9i1.108151

Brown, H. D. (2001). Teaching by principles: An interactive approach to language pedagogy (2nd ed.). New York: Addison Wesley Longman.

Bruner, J. (1983). Child’s talk: Learning to use language. New York: Norton.

Butler, Y. G. (2004). What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly, 38(2), 245-78. doi:10.2307/3588380

Cancino, M. (2015). Assessing learning opportunities in EFL classroom interaction: What can conversation analysis tell us? RELC Journal, 46(2), 115-129. doi:doi:10.1177/0033688214568109

Canh, L. V., & Renandya, W. A. (2017). Teachers' English proficiency and classroom language use: A convsersation analysis study. RELC Journal, 48(1), 67–81. doi:10.1177/0033688217690935

Chavez, M. (2006). Classroom-language use in teacher-led instruction and teachers’ self-perceived roles. International Review of Applied Linguistics in Language Teaching, 44(1), 49-102. doi:10.1515/iral.2006.003

Cheng, L., & Wang, H. (2004). Understanding professional challenges faced by Chinese teachers of English. TESL-EJ, 7(4). Retrieved from http://www.tesl-ej.org/wordpress/issues/volume7/ej28/ej28a2/

Cullen, R. (2001). The use of lesson transcripts for developing teachers’ classroom language. System, 29(1), 27-43.

Dagarin, M. (2004). Classroom interaction and communication strategies in learning English as a foreign language. ELOPE: English Language Overseas Perspectives and Enquiries, 1(1-2), 127-139. doi:10.4312/elope.1.1-2.127-139

Ellis, R. (2005). Principles of instructed language learning. System, 33(2), 209-224. doi:10.1016/j.system.2004.12.006

Have, P. t. (1999/2007). Doing conversation analysis (2nd ed.). London: Sage Publications.

Hughes, G. S. (1981). A handbook of classroom English. Oxford: Oxford University Press.

Hutchby, I., & Wooffitt, R. (1998). Conversation analysis : Principles, practices, and applications. Malden: Blackwell Publishers.

Lazaraton, A. (2004). Conversation analysis and the nonnative English speaking ESL teacher: A case study. In D. Boxer, & A. D. Chen (Eds.), Studying speaking to Inform second language learning (pp. 49-57). Clevedon: Multiligual Matters.

Liddicoat, A. J. (2007). An introduction to conversation analysis. London: Continuum.

Moro, L., Mortimer, E. F., & Tiberghien, A. (2019). The use of social semiotic multimodality and joint action theory to describe teaching practices: Two cases studies with experienced teachers. Classroom Discourse, 11(3), 229-251. doi:10.1080/19463014.2019.1570528

Salaberri, S. (1995). Classroom language: Handbooks for the English classroom. Oxford: Heinamann.

Sánchez-Solarte, A. C. (2019). Classroom management and novice language teachers: Friend or foe? HOW Journal, 26(1), 177-199. doi:10.19183/how.26.1.463

Sidnell, J. (2010). Conversation analysis: An introduction. Malden: Wiley-Blackwell.

Sullivan, J. H. (2011). Taking charge: Teacher candidates' preparation for the oral proficiency interview. Foreign Language Annals, 44(2), 441-457. doi:10.1111/j.1944-9720.2011.01129.x

Voss, B. (1984). 'Classroom language': A neglected area in foreign language teaching and testing. In T. Culhane, C. Klein-Braley, & D. K. Stevenson (Ed.), Practice and problems in language testing (pp. 177-193). Colchester: University of Essex. Retrieved from https://eric.ed.gov/?id=ED275175

Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23. doi:10.1191/1362168802lr095oa

Wilkinson, L. C., & Silliman, E. R. (2000). Classroom language and literacy learning. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 337-360). New Jersey: Lawrence Erlbaum Associates.

Yeni-Palabiyik, P., & Daloglu, A. (2016). English language teachers' implementation of curriculum with action-oriented approach in Turkish primary education classrooms. Journal on English Language Teaching, 6(2), 45-57. Retrieved from https://eric.ed.gov/?id=EJ1131375

Yulia, Y. (2013). Teaching challenges in Indonesia: Motivating students and teachers' classroom language. Indonesian Journal of Applied Linguistics, 3(1), 1-16. doi:10.17509/ijal.v3i1.186

DOI: http://dx.doi.org/10.24127/pj.v12i1.5542