The Implementation of awareness raising for pre-service teachers’ management of classroom interaction with a focus on extended wait-time

Abstract

This study investigates the effect of awareness raising on pre-service English teachers’ utilization of extended wait-time in an English as a foreign language context in material and classroom context modes, and it considers the place of extended wait-time in increasing the prospects of interaction in classrooms. Utilizing extended wait-time is an indicator of Classroom Interactional Competence, and thus it is an essential skill for successful language teachers. Accordingly, this paper studies pre-service English teachers’ extended wait-time use, and whether awareness raising gives way to teachers’ more successful utilization of it. This study has a qualitative methodological design analyzing seven classroom video recordings and two feedback interviews with the pre-service teachers. The classroom video recordings were analyzed considering the sequential analysis, turn-taking and repair mechanism of Conversation Analysis, and the reflection interview sessions were analyzed via Descriptive Analysis focusing on the participants’ views and perceptions about the implementation. The findings suggested that the training in the form of awareness raising improved the participants’ efficient use of extended wait-time as a part of Classroom Interactional Competence, and it was also found to have beneficial effects on students’ participation and self-selection. The study more specifically found that the development in Classroom Interactional Competence with regard to extended wait-time happens in a continuum. This study offers insights into management of classroom interaction, and it provides some suggestions for English language teacher training and development.