A Conversation Analytic Study on Response Pursuit Practices in Synchronous Online Efl Classroom Interaction

Abstract

There are certain aspects that shape the interaction in language classrooms, including the setting of the lesson. Consequently, interactions in synchronous online language lessons differ from those in classes held in face-to-face settings. Since it is established in previous research that interaction is a vital part of language classrooms, the need to investigate interactions that occur in online language classes becomes evident. However, studies that examine interactions in the context of online language teaching have yet to be explored. This thesis sought to uncover the response pursuit practices, used by language teachers in the synchronous online learning environment. Approximately 49 hours of recordings from English lessons that are conducted in the online setting in a middle school were gathered. Conversation analytic method is adopted in the study to inspect the interactional practices through a microanalytic lens. Data revealed that the majority of the time, students in the online teaching environment were in the habit of not responding to the teacher's questions. As a result, the teacher is required to use response pursuit practices. The findings demonstrate that the most regularly employed response pursuit techniques were use of L1, extending the wait time, scaffolding, repeating the student’s name and repeating the question analyzed with reference to different question types addressed to the whole class or to the next student nominated by the teacher. The results highlight the necessity for preservice teachers to receive training on how to plan and carry out online lessons in which students can actively participate.