Students' self-repair in EFL classroom interactions: implications for classroom dynamics
Abstract This study aimed to evaluate whether or not students engage in self-help behavior when they encounter difficulties during their presentations. The participants were second year EFL college trainees; the data were obtained from their classroom presentations. The audio recorded data has been...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
SpringerOpen
2022-07-01
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| Series: | Asian-Pacific Journal of Second and Foreign Language Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s40862-022-00153-6 |
| _version_ | 1828375019552505856 |
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| author | Mohammed Beshir Abiy Yigzaw |
| author_facet | Mohammed Beshir Abiy Yigzaw |
| author_sort | Mohammed Beshir |
| collection | DOAJ |
| description | Abstract This study aimed to evaluate whether or not students engage in self-help behavior when they encounter difficulties during their presentations. The participants were second year EFL college trainees; the data were obtained from their classroom presentations. The audio recorded data has been transcribed, coded, and categorized into quantitative and qualitative data. Descriptive statistical tools were employed to analyze the quantitative component, while thematic analysis was used to explain the qualitative data. Based on the findings, the students engaged in different kinds of strategies for self-repair, including same-information repair (repetition) 48 (36.9%); appropriateness repair 46 (35.4%); error repair 32 (24.6%); and back-to-error 4 (3.1%). From the point of view of the trouble sources that trigger self-repair, this research highlighted difficulties with syntactic and lexical errors as the most prevalent problems among EFL learners. The self-repair evidences revealed the importance of giving time for students to modify their utterances by themselves. In addition, the result could help teachers determine where to focus their efforts in helping students. |
| first_indexed | 2024-04-14T07:41:54Z |
| format | Article |
| id | doaj.art-042b5e4ed7fe43aab69ca14964c13b49 |
| institution | Directory Open Access Journal |
| issn | 2363-5169 |
| language | English |
| last_indexed | 2024-04-14T07:41:54Z |
| publishDate | 2022-07-01 |
| publisher | SpringerOpen |
| record_format | Article |
| series | Asian-Pacific Journal of Second and Foreign Language Education |
| spelling | doaj.art-042b5e4ed7fe43aab69ca14964c13b492022-12-22T02:05:28ZengSpringerOpenAsian-Pacific Journal of Second and Foreign Language Education2363-51692022-07-017111510.1186/s40862-022-00153-6Students' self-repair in EFL classroom interactions: implications for classroom dynamicsMohammed Beshir0Abiy Yigzaw1Bahir Dar UniversityBahir Dar UniversityAbstract This study aimed to evaluate whether or not students engage in self-help behavior when they encounter difficulties during their presentations. The participants were second year EFL college trainees; the data were obtained from their classroom presentations. The audio recorded data has been transcribed, coded, and categorized into quantitative and qualitative data. Descriptive statistical tools were employed to analyze the quantitative component, while thematic analysis was used to explain the qualitative data. Based on the findings, the students engaged in different kinds of strategies for self-repair, including same-information repair (repetition) 48 (36.9%); appropriateness repair 46 (35.4%); error repair 32 (24.6%); and back-to-error 4 (3.1%). From the point of view of the trouble sources that trigger self-repair, this research highlighted difficulties with syntactic and lexical errors as the most prevalent problems among EFL learners. The self-repair evidences revealed the importance of giving time for students to modify their utterances by themselves. In addition, the result could help teachers determine where to focus their efforts in helping students.https://doi.org/10.1186/s40862-022-00153-6Repair-strategiesSelf-repairTrouble-sourcesEFL-classroomOral-interaction |
| spellingShingle | Mohammed Beshir Abiy Yigzaw Students' self-repair in EFL classroom interactions: implications for classroom dynamics Asian-Pacific Journal of Second and Foreign Language Education Repair-strategies Self-repair Trouble-sources EFL-classroom Oral-interaction |
| title | Students' self-repair in EFL classroom interactions: implications for classroom dynamics |
| title_full | Students' self-repair in EFL classroom interactions: implications for classroom dynamics |
| title_fullStr | Students' self-repair in EFL classroom interactions: implications for classroom dynamics |
| title_full_unstemmed | Students' self-repair in EFL classroom interactions: implications for classroom dynamics |
| title_short | Students' self-repair in EFL classroom interactions: implications for classroom dynamics |
| title_sort | students self repair in efl classroom interactions implications for classroom dynamics |
| topic | Repair-strategies Self-repair Trouble-sources EFL-classroom Oral-interaction |
| url | https://doi.org/10.1186/s40862-022-00153-6 |
| work_keys_str_mv | AT mohammedbeshir studentsselfrepairineflclassroominteractionsimplicationsforclassroomdynamics AT abiyyigzaw studentsselfrepairineflclassroominteractionsimplicationsforclassroomdynamics |