Examining EFL Pre-Service Teachers' Use of Classroom Discourse Moves and Factors Affecting Their Choices

Acuity: Journal of English Language Pedagogy, Literature and Culture. Jl. Kolonel Masturi No. 288, Kec. Parongpong, Bandung Barat, 40559, Indonesia. e-mail: [email protected]; Web site: https://jurnal.unai.edu/index.php/acuity/

Y

17

English (Second Language); Language Teachers; Preservice Teachers; Student Attitudes; Student Behavior; Foreign Countries; Teacher Student Relationship; Discussion (Teaching Technique)

2541-0229
2541-0237

Many factors affect a teacher's classroom behavior. What these effects depend on, where they come from, and how they affect the teacher are closely related to the teacher's personal characteristics. This mixed-method descriptive case study aimed to examine the classroom behaviors of twelve Turkish EFL pre-service teachers at a Western state university and to understand their thoughts about what the classroom discourse moves that they use depend on. With this aim, the classroom behaviors of EFL preservice teachers were examined through observation and interviews, complementary to each other. The frequencies of selected classroom discourse moves, which are "eliciting, extending, facilitating, clarifying, supporting, and omitting" were observed, and the most frequently used moves were revealed. The pre-service teachers' opinions evident in their extracts from interviews pointed out the effect of personal and social factors on their behaviors in the classroom and their views on the classroom discourse moves. As a result of the research study, it was found that the pre-service teachers frequently used the facilitating and clarifying discourse moves, and the factor that most affected them was their prior teachers and university education.

As Provided

2024

EJ1428961