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دوره 12، شماره 5 - ( 1400 )
جلد 12 شماره 5 صفحات 142-111 |
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Dema C, Sinwongsuwat K. Harnessing Conversation Analysis-(CA) Informed Language-in-talk Log Assignments to Improve Conversation Skills of EFL Learners. LRR 2021; 12 (5) :111-142
URL: http://lrr.modares.ac.ir/article-14-51612-fa.html
URL: http://lrr.modares.ac.ir/article-14-51612-fa.html
Dema Chimi، Sinwongsuwat Kemtong. Harnessing Conversation Analysis-(CA) Informed Language-in-talk Log Assignments to Improve Conversation Skills of EFL Learners. جستارهای زبانی. 1400; 12 (5) :111-142
1- MA in Teaching English as International Language Department of Foreign Languages, Faculty of Liberal Arts, Prince of Songkla University, Hat Yai, Thailand ، chimi.gcit@rub.edu.bt
2- Ph.D. (English) University of Wisconsin Madison, The United States of America Department of Foreign Languages, Faculty of Liberal Arts, Prince of Songkla University, Hat Ya
2- Ph.D. (English) University of Wisconsin Madison, The United States of America Department of Foreign Languages, Faculty of Liberal Arts, Prince of Songkla University, Hat Ya
چکیده: (1928 مشاهده)
Given the complexity of spoken interaction, acquiring conversation skills has been difficult for most EFL learners, and as EFL classrooms largely depend on hypothetical scripted material, learners lack explicit exposure to naturally occurring language essential for real-life interaction. This paper reports on a quasi-experimental study aiming at assessing the impact of conversation analysis- (CA) informed language-in-(natural)-talk log assignments on the development of Thai EFL learners’ conversation skills. Eighty-eight second-year undergraduates at a university in southern Thailand took part in the study. As part of a monitored self-study task, the participants completed ten language-in-talk log assignments with self-selective use of audiovisuals available online. The quantitative data was collected using pre-and post-test role-plays. The qualitative data was assessed through completed log assignments, close analysis of the role-plays, and written interview for data triangulation. The findings suggested that the log assignment intervention significantly enhance participants’ conversation abilities, including turn construction, turn delivery, and the sequential organization of turn-taking. The qualitative results also show that via CA-informed requirements of the log assignment, students became more aware of conversation mechanisms and language use in real-life interaction. This paper recommends that language-in-talk log assignments be incorporated into existing EFL conversation lessons.
واژههای کلیدی: autonomous learning، conversation skills، conversation analysis (CA)، English language teaching in Asia، learning logs
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