Exploring the Role of Teacher Talk in Saudi EFL Classroom: Importance of F-Move in Developing Students’ Spoken Skill

Alanazi, M; Widin, J

Exploring the Role of Teacher Talk in Saudi EFL Classroom: Importance of F-Move in Developing Students’ Spoken Skill

Alanazi, M Widin, J

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Publisher:: Arab World English Journal
Publication Type:: Journal Article
Citation:: Arab World English Journal, 2018, 9, (1), pp. 307-320
Issue Date:: 2018

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Field	Value	Language
dc.contributor.author	Alanazi, M
dc.contributor.author	Widin, J https://orcid.org/0000-0002-8148-6297
dc.date.accessioned	2022-10-29T20:38:06Z
dc.date.available	2022-10-29T20:38:06Z
dc.date.issued	2018
dc.identifier.citation	Arab World English Journal, 2018, 9, (1), pp. 307-320
dc.identifier.issn	2229-9327
dc.identifier.issn	2229-9327
dc.identifier.uri	http://hdl.handle.net/10453/162869
dc.description.abstract	English language teaching in Saudi Arabia faces several challenges from both teacher and students’ perspective. Teacher Talk (TT) is one of the areas of teaching and learning which is often neglected in classroom research even with its high importance in student learning. Identifying the literature gap on TT in specific sociocultural contexts, this study aims to investigate different types of f-moves in Teacher Talk and their impact on developing students’ dialogic skills in English as Foreign Language (EFL) classrooms in Saudi Arabia. The IRF sequence (initiation, response, feedback or F-move) is considered a common sequence of TT in Saudi EFL classrooms. This study uses Cullen’s (2002) analytical framework which focuses on the third sequence of the IRF and Vygotsky’s (1978) sociocultural theory to explore the emerging themes of TT in Saudi Arabian secondary classrooms. The methodology of the study is a qualitative case study, and the participants of the study are 18 secondary school teachers all share Arabic as their first language. The data was collected through classroom observation, audio-recording of forty-five-minute classroom lessons, and semi-structured teacher interviews. The analysis focused on the discoursal and evaluative role of F-Move. The data analysis shows three F-Move types 1) F-Move Repetition Discoursal 2) F-Move Evaluative 3) F-Move Elaborative Discoursal. The findings point out that these F-Moves may increase student-teacher interaction, identification, and correction of errors, and maintain and guide dialogic conversation/interaction between teacher and students if it is correctly oriented. The data analysis shows examples in which TT promotes students’ involvement and increases their dialogic skills while, on the other hand, when TT reduces students’ potential to participate and consequently reduces the students’ spoken output.
dc.language	en
dc.publisher	Arab World English Journal
dc.relation.ispartof	Arab World English Journal
dc.relation.isbasedon	10.24093/awej/vol9no1.22
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	2004 Linguistics, 2005 Literary Studies
dc.title	Exploring the Role of Teacher Talk in Saudi EFL Classroom: Importance of F-Move in Developing Students’ Spoken Skill
dc.type	Journal Article
utslib.citation.volume	9
utslib.for	2004 Linguistics
utslib.for	2005 Literary Studies
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/e-Press
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences/Adult Learning and Applied Linguistics Program
utslib.copyright.status	closed_access	*
pubs.consider-herdc	false
dc.date.updated	2022-10-29T20:38:05Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	9
utslib.citation.issue	1

Abstract:

English language teaching in Saudi Arabia faces several challenges from both teacher and students’ perspective. Teacher Talk (TT) is one of the areas of teaching and learning which is often neglected in classroom research even with its high importance in student learning. Identifying the literature gap on TT in specific sociocultural contexts, this study aims to investigate different types of f-moves in Teacher Talk and their impact on developing students’ dialogic skills in English as Foreign Language (EFL) classrooms in Saudi Arabia. The IRF sequence (initiation, response, feedback or F-move) is considered a common sequence of TT in Saudi EFL classrooms. This study uses Cullen’s (2002) analytical framework which focuses on the third sequence of the IRF and Vygotsky’s (1978) sociocultural theory to explore the emerging themes of TT in Saudi Arabian secondary classrooms. The methodology of the study is a qualitative case study, and the participants of the study are 18 secondary school teachers all share Arabic as their first language. The data was collected through classroom observation, audio-recording of forty-five-minute classroom lessons, and semi-structured teacher interviews. The analysis focused on the discoursal and evaluative role of F-Move. The data analysis shows three F-Move types 1) F-Move Repetition Discoursal 2) F-Move Evaluative 3) F-Move Elaborative Discoursal. The findings point out that these F-Moves may increase student-teacher interaction, identification, and correction of errors, and maintain and guide dialogic conversation/interaction between teacher and students if it is correctly oriented. The data analysis shows examples in which TT promotes students’ involvement and increases their dialogic skills while, on the other hand, when TT reduces students’ potential to participate and consequently reduces the students’ spoken output.

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http://hdl.handle.net/10453/162869