INTERACTION STRATEGIES IN THE SKILL AND CONTENT COURSES IN EFL CLASSES
Studies to reveal the factors contributing to the effectiveness of language instruction are still underway. This study disclosed the phenomenon in EFL classes focusing on the interaction strategies in skill and content courses, which use English as the target language. This study uses a descriptiv...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | Bulgarian |
| Published: |
South-West University "Neofit Rilski" Publishing House
2024-05-01
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| Series: | Езиков свят |
| Subjects: | |
| Online Access: | https://ezikovsvyat.swu.bg/images/stories/issue_22.2_2024_red/18._MIlal_et_al._173_184.pdf |
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| Summary: | Studies to reveal the factors contributing to the effectiveness of language instruction are still
underway. This study disclosed the phenomenon in EFL classes focusing on the interaction strategies in skill and content
courses, which use English as the target language. This study uses a descriptive qualitative method. Having been collected by
observation, recording, and interview, the data were transcribed, identified, and classified, then analyzed by description,
quantification, and comparison. The findings were that, despite both employing a learner-centered approach; the interaction
strategies are divergent due to different instructional goals. First, in the skill courses, the students' talking time is greater than
the teachers' talking time, and the opposite fact exists in the content courses. Second, the interaction patterns in the skill
courses indicate more student-active learning than in the content courses. Third, directive acts were performed more in the
skill classes, and assertive acts in the content classes. Fourth, the native language was used more in the content than skill
classes. The implication is that the interaction strategies should be varied following the pedagogical purposes to optimize the
effectiveness of language teaching in an EFL context. |
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| ISSN: | 1312-0484 2603-4026 |