Speaker
Haozhe Lu
Description
Akita International University GSS. Classroom interaction can be challenging for novice teachers, especially in managing turn-taking and awkward silences. This study uses two sets of conversational analysis (CA) classroom interaction data collected before and after CA intervention to examine changes in teacher awareness. The findings show how as a result of reflective action research helped the teacher became more aware of students’ participation opportunities and developed greater confidence in handling classroom silence and interactional difficulties.
| Teaching Context | College and university education |
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