Assessing the Practice of Turn-Taking in Group Discussions in ELT Classrooms: Grade 9 Students of Miskaye Hizunan Medahine Alem Monastery Church School in Focus
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Date
2019-06
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Addis Ababa University
Abstract
ii
Abstract
In this study, an attempt was made to assess the practice of turn-taking in classroom group
discussions with reference to grade 9 students in Miskaye Hizunan Medahine Alem Monastery
church school. The subjects of the study were grade 9 students and English language teachers at
Miskaye Hizunan Medahine Alem Monastery church school. 50 students from one randomly
selected section among four sections and 15 English teachers have taken part in filling the
questionnaire. Three randomly selected groups from a section were observed for a total of six
periods and a one-day observation was audio-taped and transcribed. SPSS software and
Allwright's (1980) model of turn-taking practice were employed to analyze the data that were
gathered through questionnaire and observation, respectively. The analysis of the data shows
that from the total of 125 turns, the majority of turns were taken by the teacher and the group
leaders which is 16(12.8%) and 56(44%), respectively. Based on the findings, it was concluded
that the nature of the group, the presence of a constant leader and reporter in the group, do not
give appropriate time for each group work... affect the practice of turn-taking in classroom
group discussions. Therefore, English language teachers should consider these problems and
exert their maximum effort to have relatively an equal turn distribution in the classroom group
discussions.
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Foreign Language and Literature