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Listening to Foreign Language Student Teachers: The Use of Transcripts to Study Classroom Interactions

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Title: Listening to Foreign Language Student Teachers: The Use of Transcripts to Study Classroom Interactions
Language: English
Authors: Majid N. Al-Amri (ORCID 0000-0002-4528-0486)
Source: South African Journal of Education. 2024 44(1).
Availability: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Second Language Instruction, Second Language Learning, Language Teachers, Transcripts (Written Records), Classroom Communication, Student Teachers, Discourse Analysis, Student Teacher Attitudes, English (Second Language), Teacher Education Programs, Teaching Methods, Professional Autonomy, Foreign Countries, Video Technology
Geographic Terms: Saudi Arabia
ISSN: 0256-0100
2076-3433
Abstract: Although many issues about the use of transcripts for studying classroom interactions have been addressed in other studies, little attention has been given to the use of transcripts to study student teachers' classroom interactions. To achieve a deeper understanding of student teachers' perspectives and permit the formulation of a more appropriate framework, it is crucial to hear from student teachers and investigate their experiences about the use of transcripts. Therefore, in the study reported on here we used 7 focus-group interviews of approximately 6 Saudi EFL (English as a foreign language) student teachers in each group to investigate their perceptions on the use of transcripts for studying their classroom interactions. The data were thematically analysed. Three themes that represented the participants' experiences of using transcripts to study their classroom interactions emerged: using the transcript analysis, learning from the transcript analysis, and committing to using the transcript analysis. The findings reveal that most participants felt they had autonomy in using transcripts to study their classroom interactions, but experienced some challenges. Most students were determined to change their classroom interaction based on their analyses of classroom interactions but only a few demonstrated the determination to continue using the transcript analysis approach.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1429867
Database: ERIC
FullText Text:
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  Data: Listening to Foreign Language Student Teachers: The Use of Transcripts to Study Classroom Interactions
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  Data: <searchLink fieldCode="AR" term="%22Majid+N%2E+Al-Amri%22">Majid N. Al-Amri</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4528-0486">0000-0002-4528-0486</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22South+African+Journal+of+Education%22"><i>South African Journal of Education</i></searchLink>. 2024 44(1).
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  Data: Education Association of South Africa. University of Pretoria, Centre for the Study of Resilience, Level 3, Groenkloof Student Centre, Department of Educational Psychology, Faculty of Education, George Storrar Road and Lleyds Street, Pretoria 0001, South Africa. Web site: http://www.sajournalofeducation.co.za/index.php/saje/index
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Teachers%22">Language Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Transcripts+%28Written+Records%29%22">Transcripts (Written Records)</searchLink><br /><searchLink fieldCode="DE" term="%22Classroom+Communication%22">Classroom Communication</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teachers%22">Student Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Discourse+Analysis%22">Discourse Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Teacher+Attitudes%22">Student Teacher Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Autonomy%22">Professional Autonomy</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Saudi+Arabia%22">Saudi Arabia</searchLink>
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  Data: 0256-0100<br />2076-3433
– Name: Abstract
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  Data: Although many issues about the use of transcripts for studying classroom interactions have been addressed in other studies, little attention has been given to the use of transcripts to study student teachers' classroom interactions. To achieve a deeper understanding of student teachers' perspectives and permit the formulation of a more appropriate framework, it is crucial to hear from student teachers and investigate their experiences about the use of transcripts. Therefore, in the study reported on here we used 7 focus-group interviews of approximately 6 Saudi EFL (English as a foreign language) student teachers in each group to investigate their perceptions on the use of transcripts for studying their classroom interactions. The data were thematically analysed. Three themes that represented the participants' experiences of using transcripts to study their classroom interactions emerged: using the transcript analysis, learning from the transcript analysis, and committing to using the transcript analysis. The findings reveal that most participants felt they had autonomy in using transcripts to study their classroom interactions, but experienced some challenges. Most students were determined to change their classroom interaction based on their analyses of classroom interactions but only a few demonstrated the determination to continue using the transcript analysis approach.
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
    Subjects:
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Language Teachers
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      – SubjectFull: Transcripts (Written Records)
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      – SubjectFull: Classroom Communication
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      – SubjectFull: Student Teachers
        Type: general
      – SubjectFull: Discourse Analysis
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      – SubjectFull: Student Teacher Attitudes
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Professional Autonomy
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Video Technology
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      – SubjectFull: Saudi Arabia
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      – TitleFull: Listening to Foreign Language Student Teachers: The Use of Transcripts to Study Classroom Interactions
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