Volume 6, Issue 3, May 2018, Page: 51-60
An Investigation of Oral Interaction in English as a Foreign Language Classroom
Norah Ibrahim Almohizea, College of Languages & Translation, King Saud University, Riyadh, Saudi Arabia
Received: Mar. 16, 2018;       Accepted: Apr. 11, 2018;       Published: May 21, 2018
DOI: 10.11648/j.ijll.20180603.11      View  230      Downloads  23
This thesis presents the findings of a study into classroom oral interaction in an EFL class in Saudi Arabia. One teacher was observed while teaching at an EFL private institution in Saudi Arabia. The purpose of the study was four-fold: to determine the amount of the L1 (native language) and the TL (target language) used in the classroom; to compare the teacher’s contribution in class with students’ contributions; to identify the interactional moves the teacher used to elicit students’ participation and to analyse the teacher’s corrective feedback and its effectiveness. The findings indicated that even though the teacher used the TL extensively, students’ contributions were scarce. The findings also suggest that students’ contributions were influenced by the teacher’s elicitation techniques. Finally, the analysis of the teacher’s corrective feedback revealed that it did little to improve students’ acquisition of the TL.
Corrective Feedback, Elicitation Techniques, Oral Interaction, Students’ Contributions, Teacher’s Contribution
To cite this article
Norah Ibrahim Almohizea, An Investigation of Oral Interaction in English as a Foreign Language Classroom, International Journal of Language and Linguistics. Vol. 6, No. 3, 2018, pp. 51-60. doi: 10.11648/j.ijll.20180603.11
Copyright © 2018 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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