Interactive Features of Preservice English Teachers’ Online Talk and High-School Students’ Participation During Online Classes
For over three decades, second language acquisition theories have emphasized the importance of interaction and student output in language learning. This descriptive qualitative study analyzed preservice English teachers’ talk during online classes and its impact on high school students’ participatio...
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| Format: | Article |
| Language: | English |
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Universidad Nacional de Colombia
2025-07-01
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| Series: | Profile: Issues in Teachers' Professional Development |
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| Online Access: | https://revistas.unal.edu.co/index.php/profile/article/view/113789 |
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| author | Irlanda Olave Ana Cecilia Villarreal-Ballesteros Lizette Drusila Flores-Delgado |
| author_facet | Irlanda Olave Ana Cecilia Villarreal-Ballesteros Lizette Drusila Flores-Delgado |
| author_sort | Irlanda Olave |
| collection | DOAJ |
| description | For over three decades, second language acquisition theories have emphasized the importance of interaction and student output in language learning. This descriptive qualitative study analyzed preservice English teachers’ talk during online classes and its impact on high school students’ participation. Data collection involved recording lessons and classroom interactions, which were analyzed using Walsh’s Interactive Features of English Teachers’ Talk. Results indicate that constructive teacher talk, including referential questions, scaffolding, direct repair, and extended wait times, enhanced participation. Conversely, extended teacher talk and interruptions hindered participation. The findings highlight the need for preservice programs to improve teacher talk. Providing students with opportunities for self-expression and fostering an environment where meaning is negotiated is advisable. Further research with larger samples is recommended. |
| format | Article |
| id | doaj-art-5800752ea4f04a38b6711cf0fdb4ce47 |
| institution | Kabale University |
| issn | 1657-0790 2256-5760 |
| language | English |
| publishDate | 2025-07-01 |
| publisher | Universidad Nacional de Colombia |
| record_format | Article |
| series | Profile: Issues in Teachers' Professional Development |
| spelling | doaj-art-5800752ea4f04a38b6711cf0fdb4ce472025-08-22T15:04:06ZengUniversidad Nacional de ColombiaProfile: Issues in Teachers' Professional Development1657-07902256-57602025-07-0127215517110.15446/profile.v27n2.113789Interactive Features of Preservice English Teachers’ Online Talk and High-School Students’ Participation During Online ClassesIrlanda Olave0https://orcid.org/0000-0003-2530-3254Ana Cecilia Villarreal-Ballesteros1https://orcid.org/0000-0002-5884-0403Lizette Drusila Flores-Delgado2https://orcid.org/0000-0003-2209-096XUniversidad Autónoma de ChihuahuaUniversidad Autónoma de ChihuahuaUniversidad Autónoma de ChihuahuaFor over three decades, second language acquisition theories have emphasized the importance of interaction and student output in language learning. This descriptive qualitative study analyzed preservice English teachers’ talk during online classes and its impact on high school students’ participation. Data collection involved recording lessons and classroom interactions, which were analyzed using Walsh’s Interactive Features of English Teachers’ Talk. Results indicate that constructive teacher talk, including referential questions, scaffolding, direct repair, and extended wait times, enhanced participation. Conversely, extended teacher talk and interruptions hindered participation. The findings highlight the need for preservice programs to improve teacher talk. Providing students with opportunities for self-expression and fostering an environment where meaning is negotiated is advisable. Further research with larger samples is recommended.https://revistas.unal.edu.co/index.php/profile/article/view/113789online educationpreservice teachersstudent participationteacher talk |
| spellingShingle | Irlanda Olave Ana Cecilia Villarreal-Ballesteros Lizette Drusila Flores-Delgado Interactive Features of Preservice English Teachers’ Online Talk and High-School Students’ Participation During Online Classes Profile: Issues in Teachers' Professional Development online education preservice teachers student participation teacher talk |
| title | Interactive Features of Preservice English Teachers’ Online Talk and High-School Students’ Participation During Online Classes |
| title_full | Interactive Features of Preservice English Teachers’ Online Talk and High-School Students’ Participation During Online Classes |
| title_fullStr | Interactive Features of Preservice English Teachers’ Online Talk and High-School Students’ Participation During Online Classes |
| title_full_unstemmed | Interactive Features of Preservice English Teachers’ Online Talk and High-School Students’ Participation During Online Classes |
| title_short | Interactive Features of Preservice English Teachers’ Online Talk and High-School Students’ Participation During Online Classes |
| title_sort | interactive features of preservice english teachers online talk and high school students participation during online classes |
| topic | online education preservice teachers student participation teacher talk |
| url | https://revistas.unal.edu.co/index.php/profile/article/view/113789 |
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