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Journal Analysis

Research in English Language Teaching

Interaction Analysis
Dina Kamalia (0203517035)
Dessi Fajarika Nuninsari (0203517037)

Midterm Assignment
Outline of Journal Analysis
Title of Journal and Authors

Name of Journal, Volume, Number, Edition, Pages,

Web address


Background of the Study

Research Questions

Research Objectives

Literature Review

Review of Theoretical Framework


Result/Findings and Discussion

Conclusion and Suggestion

Critical Analysis of the Journal

Journal Title

Teacher Talk and Learner Involvement in EFL

Classroom: The Case of Iranian Setting


Anahita Shamsipour
(Islamic Azad University, Shahreza Branch, Iran)
Hamid Allami
(Yazd University, Iran)
Name of Journal, Volume, Number,
Edition, Pages, Web address

Name of Journal: Theory and Practice in

Language in Language Studies
Volume :2
No. : 11
Pages : 2262-2268
Web address :


Background of the Study

In Iranian context, some teachers deliberately or not, create

opportunities for learner involvement since their use of
language and pedagogic purposes coincide with each other.
Sometimes, in an EFL classroom, however the teacher does
not know how to facilitate student involvement by
constructing a context in which student involved. Some
teachers appear to impede interaction and obstruct student
involvement. Some of them cannot control the use of
language, cannot match pedagogic and linguistic goals.
Therefore they cannot maximize learner involvement which is
conductive to foreign language acquisition.

Research Questions

How the teacher can enhance language use?

In what way the teacher deny opportunities

for foreign language?

Research Objectives

To identify how the teacher talk can lead to

more learner involvement in an EFL context.
To determine the types of the teacher talk
which can decrease learning a foreign

Literature Review

Review of Theoretical Framework

There is no Review of Theoretical Framework

in the journal

A. Participants
Three EFL teachers with their students. Each class consists of
approximately 12 learners. Their age ranged from 18 to 26.
B. Materials
The data were gathered through studying students in Top Notch
conversation Classes. Each of the three experienced teachers was
recorded for three subsequence sessions (4 hours and 30 minutes
for each class). The lesson was different from another.
C. Procedures
Each of these three classes was recorded for three subsequence
sessions. After gathering the data and mode operating according
to Walsh's model, they were analyzed based on the principles of
CA. This method was used in Walsh's studies (2006, 2011) that it
was received in an email massage from Steve Walsh in
September. In this study, all of the phrases and sentences
transcribed, analyzed and all interactional features were
D. Data Analysis
Teacher talk is analyzed according to the interactional features of
Walsh. Moreover, Mann-Whitney U test is conducted in the present
Features in the classes were grouped under two positive and negative
impacts. Three features of teacher echo, teacher interruption and
turn completion were analyzed under the negative effect based on
the interfering role in sustaining oral communication. Thus,
scaffolding, direct repair, content feedback, extended wait-time,
referential question, seeking clarification, extended teacher turn,
display question and extended learner turn were categorized under
the positive effect due to their encouraging nature in improving the
learners' attempts in Top Notch conversational book, at fundamental
Result, Finding, and Discussion


Result, Finding, and Discussion


Result, Finding, and Discussion
Conclusions and Suggestions
In each foreign language class, there are so many features,
some of which are constructive and some of these are
destructive. In order to optimize learning opportunities, a
teacher should be trained to increase constructive features
and try to decrease destructive ones.
In this research; it has been portrayed how an EFL teacher
can become more effective. Design and curriculum of Top
Notch conversational books which are very popular today
in Iran, in some way, includes the framework of SETT. This
study showed that expanding SETT framework in Iranian
context enhances second language learning.
Conclusion and Suggestion
In order to have a better second language classroom,
teachers should be aware of all the interactional features
which lead to the improvement of second language
classroom or in another word a second language teacher
should become the researcher of his own practice.
Further research can investigate each EFL teacher for three
consequent sessions (each session for 15 minutes) to
understand if the teacher's awareness of interactional
features can help them to improve their teaching and
increase learning or not.

Critical Analysis of the Journal
1. Title of this Journal has summarized the main idea
of the research. Yet according to APA format
number of words in journal title are no more than
12 words.
Teacher Talk and Learner Involvement in EFL
Classroom: The Case of Iranian Setting (13 Words)
The title can be shortened by
Teacher Talk and Learner Involvement in EFL
Classroom in Iran (10 Words)
This title also summarized the main idea of the
Critical Analysis of the Journal
2. Authors name, there are two authors and
two affiliations. The journal format of
authors name complied with APA style. (No
title, no degree, centered, and correct name
order- first name then last name-)
Critical Analysis of the Journal
3. Abstract.
In an abstract according APA format, it consists of
research topic, questions, participants, method, result,
data analysis, and conclusion.
Abstract in this journal consists of the topic, objectives
as answers of questions, participants including
sampling technique, method, finding, and conclusion.
So, this abstract is good abstract.
4. Background of the research has covered in the
introduction. However, it is not necessary to add
background heading in the research. In fact, the
background stated review of some previous
researches so, the background of this journal correctly
named review of related literature.
Critical Analysis of the Journal
5. This journal doesnt contain theoretical framework.
6. The last sentence in the sub heading, Material should
be omitted.
After gathering the data and mode operating
according to Walshs model, they were analyzed based
on the principles of conversation analysis (CA).
This sentence should be positioned on procedure.
7. The authors dont pay attention to the rules of
heading. We can see that there is scramble heading.
Look at sub heading of method in data analysis (. . . F),
G), F) It should be H))
Critical Analysis of the Journal
8. Data analysis in method heading should contain
the process of lesson modes should be analyzed.
The first and second paragraph of data analysis can
be used but the identifications of specific features
in second language classroom should be analyzed
in the result.
9. Data analysis in this journal is not readable. It is
caused by messy format of the analysis. The
authors can use table to make it readable.
Critical Analysis of the Journal
10.Interpretation of the result of the study is not
analyzed deeply.
11.In the conclusion only covered the first research
question. However, conclusion should cover all the
research questions.
12.The references shouldnt be given number order.
When the authors used footnotes format ,number
order absolutely very useful. However, in this case,
number order is not useful.

Back End
Thank You

Universitas Negeri Semarang