Teachers’ classroom interactional competence: Scale development and validation

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dc.authorid0000-0003-4018-7597
dc.authorid0000-0002-0430-6408
dc.authorscopusid55193681800
dc.authorscopusid57214792031
dc.contributor.authorTajeddin, Zia
dc.contributor.authorKamali, Jaber
dc.contributor.authorKamali, Jaber
dc.contributor.otherRektörlük, Yabancı Diller Okulu
dc.date.accessioned2023-11-16T11:01:42Z
dc.date.available2023-11-16T11:01:42Z
dc.date.issued2023
dc.departmentİHÜ, Rektörlük, Yabancı Diller Okulu
dc.description.abstractInteractional 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.
dc.identifier.citationTajeddin, 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
dc.identifier.doi10.32038/ltrq.2023.35.01
dc.identifier.endpage20
dc.identifier.issn2667-6753
dc.identifier.scopus2-s2.0-85174200411
dc.identifier.scopusqualityQ2
dc.identifier.startpage1
dc.identifier.urihttps://doi.org/10.32038/ltrq.2023.35.01
dc.identifier.urihttps://hdl.handle.net/20.500.12154/2446
dc.identifier.volume35
dc.indekslendigikaynakScopus
dc.institutionauthorKamali, Jaber
dc.institutionauthorid0000-0003-4018-7597
dc.language.isoen
dc.publisherEuropean Knowledge Development (EUROKD)
dc.relation.ispartofLanguage Teaching Research Quarterly
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectInteractional Competence
dc.subjectClassroom Interactional Competence
dc.subjectLanguage Teachers
dc.subjectScale Validation
dc.titleTeachers’ classroom interactional competence: Scale development and validation
dc.typeArticle
dspace.entity.typePublication
relation.isAuthorOfPublication956ca9d8-d8b8-45fa-b59e-9ccd9c34c8a7
relation.isAuthorOfPublication.latestForDiscovery956ca9d8-d8b8-45fa-b59e-9ccd9c34c8a7
relation.isOrgUnitOfPublicationf4c26304-7b9a-4916-9825-7a183cc1197a
relation.isOrgUnitOfPublication.latestForDiscoveryf4c26304-7b9a-4916-9825-7a183cc1197a

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