2022 IJRSE – Volume 11 Issue 15
Special IJRSE Luminary Issue
Available Online: 20 October 2022
Metila, Romylyn A.
University of the Philippines Diliman, Philippines (firstname.lastname@example.org)
The success of teaching and learning can be attributed to positive classroom interaction, which depends essentially on a teacher’s language use. That being so, it is vital to analyze classroom discourse to reveal the aspects of one’s teaching practices and examine how language is applied to fulfill pedagogical goals. Anchored in Walsh’s (2006) Self-Evaluation of Teacher Talk (SETT) framework, this study aimed to investigate the teacher talk features of a Filipino teacher in an online English classroom. Based on the results of the study, it was revealed that only the managerial mode and materials mode were evident in the interaction. Moreover, the teacher utilized 10 out of the 14 interactional features: scaffolding, direct repair, extended wait-time, seeking clarification, confirmation checks, extended learner turn, teacher echo, extended teacher turn, teacher interruption, and display questions. Results further revealed that topic initiation, clarification, confirmation checks, extended wait-time, scaffolding, and teacher echo facilitated student learning, while IRF pattern, display questions, and absence of skills and systems and classroom context modes restricted learning opportunities. In addition, this study identified a new L2 classroom mode, the elicitation mode, which aims to enable learners to recognize or identify grammatical forms and patterns.
Keywords: teacher talk, online class, classroom discourse, SETT, classroom interaction, discourse analysis
Cite this article:
Narvacan, C. I., & Metila, R. A. (2022). Investigating the features of teacher talk in an online English classroom: A discourse analysis. International Journal of Research Studies in Education, 11(15), 67-81. https://doi.org/10.5861/ijrse.2022.b032
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