Teachers’ classroom interactional competence: Scale development and validation
Yükleniyor...
Dosyalar
Tarih
2023
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
European Knowledge Development (EUROKD)
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Interactional competence has recently gained considerable attention in language education. As an aspect of this competence, classroom interactional competence has been in the limelight since Walsh’s (2006) delineation of this concept. However, there is no survey tool to measure teachers’ classroom interactional competence. To bridge this gap, the present study describes the development and validation of a teachers’ classroom interactional competence (TCIC) scale. An outline of the relevant literature related to classroom interactional competence is provided, along with the process of scale development and validation. An exploratory factor analysis of the data from a large sample of language teachers (N = 564) resulted in a 46-item scale that constituted nine factors, namely visual organizers, sociocultural interaction, questioning, interactional patterns, repair, language modification, turn taking, managerial interaction, and rhetorical script. The implications of the scale for the measurement and, in turn, the enhancement of teachers’ classroom interactional competence are discussed.
Açıklama
Anahtar Kelimeler
Interactional Competence, Classroom Interactional Competence, Language Teachers, Scale Validation
Kaynak
Language Teaching Research Quarterly
WoS Q Değeri
Scopus Q Değeri
Q2
Cilt
35
Sayı
Künye
Tajeddin, Z. ve Kamali, J. (2023). Teachers’ classroom interactional competence: Scale development and validation. Language Teaching Research Quarterly, 35, 1-20. https://doi.org/10.32038/ltrq.2023.35.01
