The Implementation of VEO in an English Language Education Context: A Focus on Teacher Questioning Practices

Tez Türü: Yüksek Lisans

Tezin Yürütüldüğü Kurum: Gazi Üniversitesi, Eğitim Bilimleri Enstitüsü, Türkiye

Tez Danışmanı: Doç. Dr. Kadriye Dilek Akpınar, Doç. Dr. Olcay Sert

Tezin Onay Tarihi: 2017

Tezin Dili: İngilizce

Desteklendiği Program: Diğer

Özet:

The present study reports findings on how VEO and a reflective teacher education programenhance the development of teacher language awareness and Classroom Interactional

Competence (CIC), defined as the “ability to use interaction as a tool for mediating and assistinglearning” (Walsh 2011, p. 158). In the last two decades, there has been increasing inter

est in L2Interactional Competence in a variety of language learning settings (e.g. Escobar Urmeneta,2013; Pekarek Doehler, 2010). Conversation Analysis provides a novel approach to documentInteractional Competence (IC) as a co-constructed phenomenon wit

h participants’ moment

-by-moment engagement of embodied interactional resources. Both language teachers and learnersperform these interactional sources in language learning environments. Several attempts havebeen made to frame a variety of actions perfor

med by teachers to facilitate language learners’

contributions in classroom atmosphere, and there is a growing body of research on the integrationof CIC into the teacher education curricula in EFL contexts (Sert, 2015). This study sets out toexamine how EFL trainee teachers develop their CIC with the emphasis on teacher questioningpractices during a 14-week semester in a preservice teacher education programme. The datasetconsists of 22 classroom hours that were taught by 11 preservice teachers in Turkey and recorded

2using a mobile app, Video Enhanced Observation (VEO), a video tagging observation tool forcontinuous professional development. The dataset was comprised by the project coordinatorAssist. Prof. Dr. Olcay Sert and the project assistant Ress.

Assist. Merve Bozbıyık within the

scope of VEO Europa Project that has six different partners from five countries including UnitedKingdom, Germany, Finland, Turkey, and Bulgaria (2015-1-UKO1-KA201-013414). Thepreservice teachers were engaged in a reflective cycle based on reflections on mentor-teacherfeedback, peer feedback, and written critical self-reflections. A combined qualitativemethodological approach of Conversation Analysis and Constant Comparison Method was usedto analyze the data of this study: (a) CA analyses of classroom interactions, and qualitativeanalysis for (b) teacher interviews; and (c) stimulated recalls. The findings have indicated that thepreservice teachers have managed to utilize various teacher questioning practices to promote

learning contribution by extending the students’ previous utterances and developed their CIC

across two rounds of the reflective cycle. These findings can contribute to a better understandingof the significance of development of CIC in language learning process. This research alsoprovides a timely and necessary study of the data-led and evidence-based reflective practicesession in language teacher education