Iraqi Novice vs. Experienced EFL Teachers’ Beliefs about Classroom Interactional Competence
Classroom interaction is the result of interplay of complex feelings and varying ideas and thoughts between the students and the teacher. As a major player, the L2 teacher can deploy different interactional resources to promote classroom interaction. Their decision to do so depends partly on the...
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| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Imam Khomeini International University, Qazvin,
2025-04-01
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| Series: | Journal of Modern Research in English Language Studies |
| Subjects: | |
| Online Access: | https://jmrels.journals.ikiu.ac.ir/article_3424_186a7b54924484398bc907649ddb498b.pdf |
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| Summary: | Classroom interaction is the result of interplay of complex feelings
and varying ideas and thoughts between the students and the
teacher. As a major player, the L2 teacher can deploy different
interactional resources to promote classroom interaction. Their
decision to do so depends partly on their beliefs about the role of
interaction in developing second language competence. To explore
novice and experienced Iraqi EFL teachers’ knowledge and
experience of classroom interaction and its practical components,
in-depth interview data were obtained from ten high school English
teachers. The data were transcribed and analyzed through
deductive content analysis. The findings revealed that while both
novice and experienced teachers believed in the promotion of
classroom interaction, their conceptions of the adoption and
practice of interactional resources varied. The findings underscore
the need for L2 teacher education that equips teachers with the
necessary knowledge and skills to effectively implement
interactional competence in their classrooms.
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| ISSN: | 2676-5357 |