A Case Study on Effective Interaction in the ELT Classroom with the SETT Framework

Year 2025, Issue: 56, 91 - 101, 11.03.2025

Işıl Günseli Kaçar , Elif Tokdemir Demirel

https://doi.org/10.33418/education.1515512

Abstract

The ultimate goal of English Language teaching is to help learners attain effective interaction skills. It is necessary to observe and explore classroom interaction systematically and closely in order to reach this ultimate goal. Hence, this qualitative case study focuses on the differences between pre-service teachers (PSTs ) and in-service teachers (INTs), particularly regarding how they managed and shaped interaction in the classroom via the Self Evaluation of Teacher Talk (SETT) framework (Walsh, 2006). The data for the study was collected from the transcriptions of the video recordings of English as a Foreign Language (EFL) 9th graders in a private high school setting in Türkiye. A total of 200 minutes of lesson time was transcribed for the INTs and 240 minutes of lesson time was transcribed for the PSTs. The Transana 2.10 version was utilized for the transcriptions (Woods, 2006). A micro-analytic perspective was adopted for the transcriptions of recordings and two coders coded the transcripts using the SETT framework. Frequencies and percentages of the categories in the framework were compared and it was observed that while INTs used all classroom modes with varying frequencies, PSTs tended to use specific modes more frequently than others. The differences were observed to affect the resulting interactional patterns in the classroom. The study elaborates on these differences and their impact on the training of pre-service teachers.

Keywords

SETT framework, English Language Teaching, Pedagogical Goals, Classroom Interactional Competence, Pre-service teachers, In-service Teachers

Ethical Statement

I declare that this study is an original study, that I have acted in accordance with the principles and rules of scientific ethics in all stages of the study, including preparation, data collection, analysis and presentation of information. I declare that I have cited and included these sources in the bibliography, that I have not made any changes to the data used, and that I have complied with the ethical duties and responsibilities of the study by accepting all the terms and conditions of the Committee on Publication Ethics (COPE). I hereby declare that I consent to all moral and legal consequences that may arise if, at any time, a situation contrary to this statement I have made regarding the study is detected.

SETT Çerçevesi ile İngilizce Dil Eğitiminde Etkili Etkileşim Üzerine bir Vaka Çalışması

Abstract

İngilizce öğretiminin nihai amacı, öğrencilerin etkili etkileşim becerileri kazanmalarına yardımcı olmaktır. Bu nihai hedefe ulaşmak için sınıf içi etkileşimi sistematik ve yakından gözlemlemek ve araştırmak gerekir. Bu nedenle, bu nitel vaka çalışması, özellikle Öğretmen Konuşmasının Öz Değerlendirmesi (SETT) çerçevesi bağlamında sınıfta etkileşimin nasıl yönetildiği açısından, hizmet içi öğretmenler (HİÖ) ve hizmet öncesi öğretmenler (HÖÖ) arasındaki farklılıklara odaklanmaktadır (Walsh, 2006a). Araştırmanın verileri, Türkiye'de özel bir lisenin 9. sınıf Yabancı Dil Olarak İngilizce (EFL) derslerinden toplanmıştır. Veriler, video kayıtlarının transkripsiyonlarından oluşmaktadır. HİÖ'ler için toplam 200 dakika ders süresi ve HÖÖ'ler için 240 dakika ders süresi yazıya dökülmüştür. Transkripsiyonlar Transana 2.10 versiyonu kullanılarak yapılmıştır (Woods, 2006). Kayıtların ayrıntılı transkripsiyonları mikro-analitik bir bakış açısıyla hazırlanmış ve iki kodlayıcı transkriptleri SETT çerçevesini kullanarak kodlanmıştır. Çerçevede yer alan kategorilerin frekans ve yüzdeleri karşılaştırılmış ve HİÖ'lerin tüm sınıf modlarını farklı sıklık derecelerinde kullanırken, HÖÖ'lerin belirli modları diğerlerine göre daha sık kullanma eğiliminde oldukları görülmüştür. Farklılıkların sınıfta ortaya çıkan etkileşim örüntülerini etkilediği gözlemlenmiştir. Çalışma, bu farklılıkları ve bunların hizmet öncesi öğretmen eğitimi ile ilgili etkilerini daha ayrıntılı olarak ele almaktadır.

Keywords

SETT Çerçevesi, İngiliz Dili Eğitimi, Pedagojik Hedefler, Sınıf İçi Etkileşim Yetkinliği, Hizmet İçi Öğretmenler, Hizmet Öncesi Öğretmenler

Ethical Statement

Bu çalışmanın, özgün bir çalışma olduğunu; çalışmanın hazırlık, veri toplama, analiz ve bilgilerin sunumu olmak üzere tüm aşamalarından bilimsel etik ilke ve kurallarına uygun davrandığımı; bu çalışma kapsamında elde edilmeyen tüm veri ve bilgiler için kaynak gösterdiğimi ve bu kaynaklara kaynakçada yer verdiğimi; kullanılan verilerde herhangi bir değişiklik yapmadığımı, çalışmanın Committee on Publication Ethics (COPE)' in tüm şartlarını ve koşullarını kabul ederek etik görev ve sorumluluklara riayet ettiğimi beyan ederim. Herhangi bir zamanda, çalışmayla ilgili yaptığım bu beyana aykırı bir durumun saptanması durumunda, ortaya çıkacak tüm ahlaki ve hukuki sonuçlara razı olduğumu bildiririm.

References

• Anderson, N. J. (2012). Metacognition: Awareness of language learning. In S. Mercer, R. MacIntyre, & S. Gregersen (Eds.), Psychology for language learning (pp. 169-187). Palgrave Macmillan.
• Andrews, S. J., & Lin, A. M. Y. (2017). Language awareness and teacher development. In P. Garrett, & J. M. Cots (Eds.), The Routledge handbook of language awareness (pp. 57–74). Routledge
• Anthony, L. (2014). AntConc (Version 3.4.3) [Computer software]. Waseda University.
• Aşık, A., & Kuru-Gönen, I. (2016). Pre-service EFL teachers’ reported perceptions of their development through SETT experience. Classroom Discourse, 7(2), 164-183. https://doi.org/10.1080/19463014.2016.1150865
• Breen, M. P. (1998). Navigating the discourse: On what is learned in the language classroom. In W. A. Renandya & G. M. Jacobs (Eds.), Learners and language learning (pp. 115-143). SEAMO Regional Language Centre.
• Bruner, J. (1990). Acts of meaning: Four Lectures on Mind and Culture. Harvard University Press.
• Chafi, E., & Elkhouzai, E. (2014). Classroom interaction: Investigating the forms and functions of teacher questions in Moroccan primary schools. International Journal of Innovation and Applied Studies, 6(3), 352-361. https://doi.org/10.19044/esj.2016.v12n4p281
• Denzin, N. K., & Lincoln, Y. S. (Eds.). (2005). The Sage handbook of qualitative research (3rd ed,). SAGE Publications.
• Ekinci, M. (2020). Examining teacher echo in an EFL classroom based on the SETT framework: A case study. In B. Kırmızı, A. Abduljawad, B. Yapıcı, & M. Ekinci (Eds.), Interdisciplinary language and literature studies (pp. 322-329). Aybil.
• Erlinda, R., & Dewi, S. R. (2014). Teacher’s questions in EFL classroom. Ta’dib, 17(2), 177-188.
• Ghafarpour, H. (2017). Classroom conversation analysis and critical reflective practice: Self-evaluation of teacher talk framework in focus. RELC Journal, 48(2), 210-225. https://doi.org/10.1177/0033688216631173
• Given, L. M. (Ed.). (2008). The Sage encyclopedia of qualitative research methods. SAGE.
• Glover, P., Mirici, İ. H., & Aksu, M. B. (2005). Preparing for the European Language Portfolio: Internet connections. Turkish Online Journal of Distance Education-TOJDE, 6(1),84-98. Retrieved from http://tojde.anadolu.edu.tr/ tojde17/articles/mirici.htm
• İnceçay, G. (2010). The role of teacher talk in young learners’ language process. Procedia–and Behavioral Sciences, 2(2), 277-281.
• Johnson, K. E., & Golombek, P. R. (2018). Making L2 teacher education matter through Vygotskian-inspired pedagogy and research. In J. P. Lantolf & M. F. Poehner (Eds.), The Routledge handbook of sociocultural theory and second language development (pp. 443-456). Routledge.
• Huan, F., & Wang, L. (2011). A self-evaluation of classroom language used when teaching grammar. International Education Studies, 4(4), 170-174. http://dx.doi.org/ 10.5539/ ies.v4n4p170
• Kumaravadivelu, B. (2001). Toward a postmethod pedagogy. TESOL Quarterly, 35(4), 537-560. http://dx.doi.org/ 10.2307/3588427
• Kumaravadivelu, B. (2003) Beyond method: Macrostrategies for language teaching. Yale University Press.
• Korkut, P., & Ertaş, A. (2016). The interactional features of English classroom discourse in the Muğla context. The Online Journal of Quality in Higher Education, 3(4), 40-51.
• Korkut, P., & Ertaş, A. (2017). The materials mode in the local context of Muğla and the role of mother tongue. Universal Journal of Educational Research, 5(2), 270-279. https://doi.org/10.13189/ujer.2017.050213
• Kramsch, C. (1986). From language proficiency to interactional competence. The Modern Language Journal, 70(4), 366-372. https://doi.org/10.1111/j.1540- 4781.1986.tb052 91.x
• Li, Y., & Walsh, S. (2023). Technology-enhanced reflection and teacher development: A student teacher's journey. RELC Journal, 54(2), 356-375. https://doi.org/10.1177/00336 882231161153
• Ministry of National Education [MoNE]. (2018). High school English curriculum (9th, 10th, 11th, and 12th grades). http://mufredat.meb.gov.tr
• Öztürk, E. O. (2016). Types of questions used in EFL classrooms: A reflective study on a Turkish EFL teacher’s practices. International Journal of Language Academy, 4(3), 167- 173.http://dx.doi.org/10.18033 /ijla.388
• Pande, M. H. (2019). Exploring self-evaluation of teacher talk (SETT) in the Indian ESL context with in-service teachers. FORTELL: A Journal of Teaching English Language and Literature, 38, 47-60. https://www.fortell.org/wp-content/uploads/2020/12/issue-38-fortell_jan_2019 _final_bw-47-60.pd
• Saeedian, S., & Ghaderi, A. (2023). Scenario-based classroom context mode: reshaping non-native teachers’ decision-making and pedagogical reasoning, Asian-Pacific Journal of Second and Foreign. Language Education, 8(36), 1-19. https://doi.org/10.1186/s40862-023-00208-2
• Schegloff, E. A. (1987). Analyzing single episodes of interaction: An exercise in conversation analysis. Social Psychology Quarterly, 50(2), 101-121. https://doi.org/10.2307/2786745
• Seedhouse, P. (2004). The interactional architecture of the second language classroom: A conversational analysis perspective. Blackwell.
• Sert, O. (2010). A proposal for a CA-integrated English language teacher education program in Turkey. Asian EFL Journal Quarterly, 12(3), 62-97.
• Sert, O. (2019). Classroom interaction and language teacher education. In S. Walsh & S. Mann (Eds.), The Routledge handbook of English language teacher education (pp. 216-238). Routledge.
• Şimşek, A., & Kuru-Gönen, S. İ. (2020). Raising awareness of EFL teachers on question types and pedagogical goals: An analysis through classroom modes. Language Teaching and Educational Research (LATER), 3(1), 56-75. https://doi.org/10.35207/later.702179
• Truscott, J. (1999). What’s wrong with oral grammar correction. The Canadian Modern Language Review, 55(4), 437-456. https://doi.org/10.1016/S1060-3743(99)80124-6
• Ünal, D., Bozbıyık, M., & Acar, Y. (2019). A situation and needs analysis on classroom interactional competence in German language teaching. Hacettepe University Journal of Education, 34(1), 1-26. https://doi.org/ 10.16986/HUJE.201804066
• Vygotsky, L. S. (1998). The collected works of L.S. Vygotsky: Vol. 5. Child psychology. Plenum Press.
• Walper, K., Pinuer, N., & Velásquez, C. (2024). Developing Chilean pre-service EFL teachers’ classroom interactional competence in simulated co-teaching practice sessions. In J. Reckermann, P. Siepmann, & F. Matz (Eds.), Oracy in English language education: Insights from practice-oriented research (pp. 189-212). Springer Nature. https://doi.org/10.1007/978-3-031-59321-5_11
• Walsh, S. (2002). Construction or obstruction: Teacher talk and learner involvement in the EFL classroom. Language Teaching Research, 6(1), 3-23. http://dx.doi.org/ 10.1191/ 1362168802lr095oa
• Walsh, S. (2006). Investigating classroom discourse. Taylor & Francis.
• Walsh, S. (2011). Exploring classroom discourse: Language in action. Taylor & Francis.
• Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh University Press.
• Wa’siah, N. (2016). A study of teacher talk in classroom interaction at an Islamic senior high school. OKARA Journal of Languages and Literature, 1(1), 29-43. https://doi.org/10.19105/ojbs.v10i1.809
• Woods, D. (2006). Transana v2.10 [Computer software]. Spurgeon Woods LLC. https://www.transana.com
• Yauwangsa, V. V., & Wijaya, H. P. (2016). The second language classroom modes by senior English teacher at XYZ English course in Surabaya. Kata Kita, 4(1), 18-26. https://doi.org/10.9744/katakita.4.1.18-26
• Yin, R. K. (1994). Case study research design and methods (2nd ed,). SAGE.
• Yang, C. C. (2010). Teacher questions in second language classrooms: An investigation of three case studies. Asian EFL Journal, 12(1), 181-201.
• Yatağanbaba, E. (2020). A discourse-analytic perspective into classroom interactional competence development of English as a foreign language instructor: A multiple-case study (Publication No. 634172) [Doctoral dissertation, Hacettepe University-Ankara]. Council of Higher Education National Thesis Centre.
• Zolghadri, M., Atai, M. R., & Babaii, E. (2019). Classroom interactional teacher language awareness: Expert talk contextualizing pedagogical content knowledge. Journal of Modern Research in English Language Studies, 6(4), 1-29. https://doi.org/10.30479/jimrels.2019.11494.1428