ABSTRACT Effective teacher talk is crucial in English as a Foreign Language EFL classrooms for fostering student interaction and engagement, particularly when using standardized textbook
INTRODUCTION
Background Of The Study
Teacher talk is essential in language classrooms, particularly in English as a Foreign Language (EFL) settings It encompasses instructions, explanations, questions, and comments, forming a vital part of the teaching and learning process This interaction provides students with valuable linguistic input and demonstrates practical language use in context, thereby enhancing their language acquisition and practice.
Teacher talk is essential in language acquisition, providing comprehensible input that significantly influences learners' language development According to Krashen's input hypothesis (1985), exposure to language slightly above a learner's current proficiency enhances language acquisition Additionally, Vygotsky's Sociocultural Theory highlights the critical role of social interaction, including conversation, in cognitive growth (McLeod, 2020) By facilitating communication, teacher talk helps guide students through their Zone of Proximal Development (ZPD), ultimately improving their learning outcomes Thus, effective teacher talk can greatly enhance students' language learning experiences.
Effective teacher talk plays a crucial role in enhancing language learners' skills by providing accurate language models, fostering classroom interaction, offering constructive feedback, and increasing student motivation and participation Teachers serve as role models by demonstrating correct pronunciation, grammar, and vocabulary, which is vital for developing students' listening and speaking abilities (Mohammad & Fatemeh, 2014) By strategically using questions and prompts, teachers create an engaging and communicative classroom environment that enhances language practice (Nana & Junrui, 2018) Furthermore, teacher responses to student output, including error correction, help learners refine their language use and grasp language norms (Nurul, 2016; Zou et al., 2024) However, challenges arise when teachers implement new textbooks or pedagogies, as highlighted by Bao et al (2018), which found that teachers often adapt tasks to better fit their classroom contexts, underscoring the need for flexibility in teaching activities The strengths and weaknesses of English textbooks in Vietnam also emphasize the critical role of teacher intervention (Nguyen, 2007), further reinforcing the importance of effective teacher talk Nevertheless, excessive teacher talk can restrict student output, hindering language development; thus, balancing teacher and student talk is essential to maximize learning outcomes (Malik et al., 2023).
In recent years, Vietnam has recognized the significance of English proficiency for global communication and economic growth, leading to educational reforms The Ministry of Education and Training (MOET) has introduced the Global Success series of books to enhance English language teaching through a comprehensive and communicative approach.
Established in 1987 in Hanoi, Nghia Tan Secondary School has become a leading educational institution in the Capital City, serving over 3,000 students in a modern, well-equipped campus in Cau Giay District The school has integrated the Global Success English textbooks into its curriculum, which emphasizes a communicative approach to enhance student-teacher interactions and language skills This study aims to analyze how teachers utilize teacher talk alongside the new textbook series to improve instructional methods and student learning outcomes The updated Global Success textbooks, which prioritize content language study and intercultural communication, serve as the primary educational resource for the entire city.
Understanding how teachers use “Global Success” textbooks through their language of instruction can improve the effectiveness of these documents and inform future teacher training and curriculum reform.
Statement Of The Problem
While the significance of teacher talk is widely recognized, there is a lack of research focusing on its patterns and impacts in conjunction with Global Success English textbooks in Vietnamese secondary schools This study aims to address this gap by systematically analyzing the nature and effectiveness of teacher talk at Nghia Tan Secondary School and exploring how different forms of teacher talk influence student engagement and learning outcomes.
Aim And Objectives Of The Study
This study aims to explore how teacher talk methods enhance student engagement and learning outcomes while utilizing the Global Success textbooks at Nghia Tan Secondary School.
1 Analyze the types of teacher talk used during English lessons, including directive and interactive speech, and evaluate their effectiveness in achieving specific teaching goals
2 Examine the frequency and distribution of teacher talk across different stages of a lesson (e.g., introduction, practice, and review) to understand its alignment with instructional objectives
3 Evaluate the impact of teacher talk strategies on student engagement and participation, focusing on techniques like open-ended questions and direct commands
4 Gather student feedback to assess their perceptions of teacher talk and identify which approaches are most beneficial for their language development
This study aims to offer valuable insights for curriculum developers and designers, enabling them to enhance teaching strategies, foster interactive learning environments, and ultimately improve the effectiveness of English language instruction in Vietnam.
Research Questions
To achieve the research objective of analyzing teachers’ speech patterns in teaching the Global Success English textbook, we propose the following research questions:
1 What are the most common types of teacher talk used in teaching Global Success English textbooks?
2 How does teacher talk vary across different stages of a lesson?
3 What is the impact of different types of teacher talk on student engagement and participation?
4 How do students perceive the effectiveness of teacher talk in their English classes?
Significance Of The Study
This study enhances the understanding of teacher talk in the context of Vietnamese secondary schools, offering valuable insights that can inform teacher training programs and improve teaching practices The findings aim to optimize the use of Global Success English textbooks by identifying effective teacher talk strategies, ultimately supporting educators in fostering more engaging and effective learning environments.
Scope And Limitations
Space scope: The study is limited at Nghia Tan Secondary School, Hanoi, examining teacher talk within the framework of the Global Success English textbooks
Time scope: The survey time is from 1/2024 - 5/2024 The study uses secondary data from the 2023-2024 school year
Research sample: The study involves ten teachers for interviewing and 200 Students for surveys
Data collection methods of the study include both quantitative and qualitative method: classroom observation, teacher interviews (qualitative method), and student surveys (quantitative method)
Data analysis methods: The study combines qualitative and quantitative data analysis to access the impact of teacher talk
Qualitative: Data from interviews were thematically coded to clearly understand the effectiveness of teacher talk
The study employed quantitative methods, analyzing data from surveys and classroom observations through descriptive statistics, including mean, frequency, and percentage, as well as inferential statistics like regression and correlation analysis This approach aimed to investigate the relationship between teacher talk and student participation.
This study's context presents specific limitations that may not be applicable to other schools or regions Additionally, the reliance on self-reported data from both teachers and students could introduce biases in various aspects of the findings.
Structure Of The Study
This chapter introduces the context and role of teacher talk in teaching, outlines the research problem, objectives, research questions, significance, scope, and limitations of the study.
LITERATURE REVIEW
Teacher Talk In Language Teaching
Teacher talk refers to the language and discourse patterns used by educators to communicate with students in the classroom, covering functions such as instruction, questioning, feedback, and classroom management In foreign language teaching, especially in EFL contexts, teacher talk is crucial as it often represents the primary linguistic input for learners, providing a structured environment for consistent exposure to the target language This continuous interaction enables students to engage with the language on multiple levels, enhancing their comprehension and production skills.
In EFL classrooms, the effectiveness of teacher talk significantly impacts students' language acquisition, as it shapes their linguistic environment while they learn a non-native language This communication encompasses explanations of grammar, vocabulary definitions, task instructions, comprehension checks, and performance feedback Teacher talk serves not only to convey content but also to model language, scaffold learning, and promote student interaction By utilizing appropriate teacher talk, educators create opportunities for students to engage in meaningful language use within context, which is vital for their language development.
Brown (2007) underscores the importance of teacher talk in foreign language classrooms, describing it as a crucial form of classroom discourse that shapes and facilitates the learning experience This discourse exposes students to the target language and allows teachers to guide comprehension, rectify misunderstandings, and create opportunities for language practice Brown asserts that the manner in which teachers communicate in the classroom profoundly influences student engagement and their overall language development.
Krashen’s Input Hypothesis (1985) emphasizes the significance of teacher talk in language learning by asserting that effective language acquisition occurs through exposure to “comprehensible input” that slightly exceeds learners’ current abilities (i+1) To enhance learning, teacher talk must strike a balance between being challenging yet understandable; overly simplistic language can hinder progress, while excessively complex language may lead to frustration and disengagement Thus, it is crucial for educators to calibrate their speech to deliver linguistic input that encourages students’ advancement in proficiency without causing them to feel overwhelmed.
Krashen’s theory emphasizes the necessity for teachers to adapt their language to suit the diverse needs of their students By assessing learners' current language proficiency, educators can modify their speech through techniques like repetition, rephrasing, and simplification to enhance comprehension Moreover, introducing new vocabulary and grammatical structures within context provides the essential "i+1" input, which motivates learners to expand their language skills When teacher talk is appropriately tailored to the learners' level, it acts as both a model for proper language use and a supportive framework that facilitates deeper understanding and improved language production.
Teacher talk is essential for language acquisition as it fosters interaction, a key component of learning Long’s Interaction Hypothesis (1996) emphasizes that interaction enables learners to negotiate meaning, clarify doubts, and adjust their language output based on received input By using questions and feedback, teachers create opportunities for students to think critically, respond, and refine their language skills This guidance allows teachers to model appropriate language use and encourages students to experiment in a supportive environment As a result, ongoing interaction enhances learners' proficiency in using the language effectively in communicative contexts.
Effective teacher talk encompasses not just the content of speech but also its delivery, including variations in intonation, pace, and volume to engage students and enhance understanding Utilizing gestures, visual aids, and non-verbal cues can further support verbal communication, aiding students in grasping new concepts Moreover, strategic pauses, repetition, and rephrasing are essential techniques that improve comprehension by allowing students time to process the information being shared.
Teacher talk is an essential tool in language learning classrooms, providing comprehensible input and facilitating interaction It goes beyond merely delivering content; it fosters a language-rich environment that allows learners to engage meaningfully with the target language As the main source of linguistic input in many EFL classrooms, effective teacher talk significantly influences students' language acquisition and overall learning experience Teachers who adapt their language to meet learners' needs while offering appropriately challenging input are vital for promoting successful language learning outcomes Therefore, the importance of teacher talk in the EFL context is critical, serving as a foundation for both teaching and learning processes.
2.1.2 Significance of Teacher Talk in Secondary Education
In secondary education, especially within English as a Foreign Language (EFL) settings, teacher talk plays a crucial role in influencing classroom dynamics and student success It establishes the tone for classroom interactions, sets clear expectations, and fosters an environment that encourages student participation.
In secondary education, the manner in which teachers communicate with students plays a crucial role in either promoting or hindering learner engagement Effective teacher talk not only captures student attention but also boosts motivation and creates a supportive environment that encourages students to experiment with language.
Teacher talk is essential for developing communication skills in language learning According to Nunan (1991), the communicative approach requires teachers to facilitate interaction rather than simply impart knowledge This change highlights the necessity of using teacher talk to stimulate discussion, pose open-ended questions, and give constructive feedback that fosters critical thinking and self-expression in the target language Additionally, structured interaction and guided communication through teacher talk contribute to enhancing higher-order thinking skills, which are vital for secondary school students (Marzano, 2007).
Teacher talk plays a crucial role in language acquisition by scaffolding students' learning, as emphasized by Vygotsky’s Sociocultural Theory and the concept of the Zone of Proximal Development (ZPD) This theory suggests that learning is most effective when students receive support from more knowledgeable individuals, like teachers In this framework, teacher talk serves as essential scaffolding, offering the linguistic and cognitive assistance needed for students to progress from their current understanding to higher levels of competence Therefore, in secondary education, teacher talk is not just a means of delivering content; it is also a vital tool for enhancing students' language proficiency and cognitive growth.
2.1.3 Teacher talk and student learning outcomes
Teacher talk plays a crucial role in enhancing student learning outcomes by boosting participation, interaction, and academic achievement Research indicates that both the quantity and quality of teacher talk significantly affect student engagement and comprehension (Hattie & Timperley, 2007) Classrooms that utilize interactive discourse, including open-ended questions and constructive feedback, often see increased student participation (Walsh, 2002) Moreover, teacher talk that encourages student responses and promotes dialogue facilitates active learning, enabling students to practice the target language in real-time, which is vital for developing communicative competence (Ellis, 2008).
Effective teacher talk is essential in shaping student outcomes, as it clarifies learning goals, addresses misconceptions, and fosters student ownership of their learning (Hattie & Timperley, 2007) Specific, constructive, and timely feedback enhances understanding and retention, leading to improved academic performance (Marzano, 2007) Furthermore, incorporating explicit positive assessments in teacher talk reinforces correct language use and boosts students' confidence, encouraging greater participation in classroom interactions (Waring, 2008).
The Initiation-Response-Feedback (IRF) model, as studied by Sinclair and Coulthard (1975), plays a crucial role in teacher-student interactions, where teachers initiate discussions, students respond, and teachers provide feedback This structured interaction supports language learning by actively engaging students and allowing teachers to assess comprehension and adapt their instruction (Waring, 2008; Walsh, 2011) Therefore, effectively utilizing teacher talk in English as a Foreign Language (EFL) classrooms is vital for enhancing student participation, promoting interaction, and improving overall learning outcomes.
Theoretical Frameworks For Teacher Talk
Vygotsky’s Sociocultural Theory posits that learning is fundamentally a social process, where cognitive development is facilitated through interactions with knowledgeable individuals, such as teachers and peers A central concept of this theory is the Zone of Proximal Development (ZPD), which defines the range of tasks a learner can accomplish with guidance but not independently The ZPD illustrates the difference between what students can achieve alone and what they can accomplish with support from a more skilled person In educational settings, teachers are crucial in helping students explore their ZPD through structured assistance, a method known as scaffolding.
Scaffolding is a dynamic teaching approach that offers temporary support to learners, which is gradually withdrawn as they gain proficiency Teachers tailor their assistance based on each student's progress, facilitating the journey towards independent mastery of new concepts or skills (Gibbons, 2015) This support can manifest through questioning, feedback, prompting, and explanations Ultimately, the goal of scaffolding is to help students internalize knowledge and skills, enabling them to apply what they've learned independently.
Teacher talk is essential for effective scaffolding within the Zone of Proximal Development (ZPD), as it offers crucial guidance for students to process and comprehend new information In language teaching, it acts as both a linguistic input source and a support system for language skill development Educators employ techniques such as questioning, modeling, and feedback to aid students in constructing meaning and enhancing their language proficiency (Mercer, 1995).
In Vietnam's English language teaching (ELT) context, teacher talk plays a crucial role in helping students overcome language barriers as they learn English as a foreign language Students depend on teacher talk for comprehensible input and structured guidance, such as the introduction of new vocabulary and grammar Teachers facilitate learning by offering explanations, checking for understanding through questions, and providing corrective feedback (Gibbons, 2003) As students gain proficiency, teachers gradually decrease their support, fostering independent language use in diverse communicative contexts.
By aligning teacher talk with the principles of the Zone of Proximal Development (ZPD), Vietnamese teachers can effectively support students' linguistic and cognitive growth This method creates a supportive learning environment that encourages students to take risks with language while progressively challenging them to enhance their skills As a result, teacher talk not only aids in language acquisition but also fosters higher-order thinking skills, including problem-solving and critical thinking, essential for academic achievement.
Communicative Language Teaching (CLT) arose as a reaction to conventional language teaching approaches that emphasized grammar and memorization This method prioritizes the enhancement of communicative competence, enabling learners to use the language effectively in practical situations In contrast to traditional methods that focus on grammatical precision, CLT highlights the significance of fluency, meaningful communication, and interactive learning.
2014) It advocates for language instruction that replicates authentic communication scenarios where learners must use the language to express ideas, negotiate meaning, and solve problems
Communicative competence encompasses both linguistic knowledge and the ability to effectively use language in various social contexts, taking into account the speaker's role, the setting, and the communication's purpose This comprehensive approach highlights that successful language use goes beyond mere grammatical rules; it necessitates a pragmatic understanding of language in diverse situations (Nunan, 1991).
In the Communicative Language Teaching (CLT) approach, the focus shifts from traditional teacher-led instruction to facilitating meaningful communication Teachers employ open-ended questions, prompts, and interactive activities to encourage students to practice the language in practical contexts Instead of merely reciting grammar rules, educators might have students engage in pair discussions or role-play scenarios that mimic real-life conversations This method fosters creative and functional language use, aligning with the primary objective of CLT (Richards & Rodgers, 2014).
In Communicative Language Teaching (CLT), teacher talk is essential for fostering interaction and promoting learner autonomy Rather than controlling classroom discussions, teachers facilitate student-led conversations, encouraging questions and personal opinions Feedback in CLT goes beyond mere correction; it aims to build confidence and guide students towards more effective language use For instance, teachers may prompt students to elaborate on their ideas or consider different expressions, thereby enhancing their engagement with the language (Walsh, 2011).
In Vietnam, where English education typically relies on traditional, teacher-centered methods, integrating Communicative Language Teaching (CLT) principles through teacher talk marks a crucial transformation By shifting the emphasis from strict grammatical accuracy to promoting spontaneous language use, educators can enhance students' communicative competence for real-world interactions In this context, teacher talk serves not only as a means of instruction but also as a model for authentic language use, fostering a more interactive and student-centered classroom environment.
The Initiation-Response-Feedback (IRF) model, created by Sinclair and Coulthard in 1975, outlines a typical interaction pattern in classrooms, emphasizing teacher-student engagement This sequence starts with the teacher posing a question or prompt (Initiation), followed by the student's answer (Response), and concludes with the teacher providing evaluation or feedback (Feedback) Widely utilized in language education, the IRF model effectively structures discourse and fosters meaningful student participation.
The IRF model effectively structures classroom dialogue, but its rigid application may limit student independence in language use, as it often places the teacher at the center of discourse (Waring, 2008) By adapting the IRF model to be more dialogic, educators can foster richer interactions that encourage longer and more meaningful student contributions.
The IRF model is essential for effective teacher talk, providing a structured approach to classroom interactions that encourages student participation By using the IRF model, teachers can prompt students to engage in discussions, acknowledge their contributions, and build on their ideas For instance, during a reading comprehension activity, a teacher may start by asking a student to summarize the main idea (Initiation), followed by feedback that validates the response and encourages further elaboration or additional questions (Feedback) This method fosters an active and reciprocal dialogue between teachers and students, enhancing the overall learning experience (Walsh, 2011).
In Vietnamese English language classrooms, where students often hesitate to speak due to fears of making mistakes, the IRF model proves beneficial This model allows teachers to create a supportive environment that encourages student participation by offering constructive feedback As a result, students gain confidence and are more likely to contribute spontaneously (Waring, 2008) Additionally, the feedback stage of the IRF model enables teachers to correct errors, provide further explanations, and guide students toward improved language use, highlighting the importance of teacher talk in language development.
Integrating the IRF model with strategies from Communicative Language Teaching (CLT) and Sociocultural Theory enables teachers in Vietnam to foster a classroom environment that balances structured learning with open-ended language exploration This approach ensures that teacher talk not only aids in the learning process but also encourages students to engage actively in their language development.
Teacher Talk In The Efl Classroom
2.3.1 Teacher talk and student engagement
Teacher talk is essential for engaging students in EFL classrooms, as numerous studies indicate a strong link between teacher communication and student participation Effective teacher talk creates a positive learning environment, encouraging active involvement in classroom activities According to Walsh (2002), appropriate use of teacher talk fosters a supportive and interactive climate, motivating students to engage in meaningful communication This highlights the importance of teacher communication strategies in enhancing student engagement and participation in the learning process.
(1995) argued that teacher talk not only conveys instructional content but also models the types of language students should use during interactions
Engagement in the classroom transcends mere participation; it requires students to be mentally invested, actively process information, and contribute to discussions Teachers can foster this engagement through effective strategies like questioning, feedback, and prompts that stimulate critical thinking and idea expression Research by Nunan (1991) and Walsh (2011) indicates that when educators facilitate open-ended discussions and collaborative group work, students are more likely to engage, feeling that their contributions hold value.
Additionally, scaffolding through teacher talk helps students feel supported, reducing anxiety and promoting a willingness to participate in the target language
Research highlights the effectiveness of targeted teacher talk strategies in improving student engagement and communication skills Notably, the use of open-ended questions, which require more than simple yes or no responses, significantly enhances student participation According to Walsh (2002), teachers who frequently incorporate open-ended questions foster more interactive classrooms, encouraging students to elaborate on their thoughts and engage in extended discussions This approach not only promotes critical thinking but also enhances cognitive engagement and language development among students.
Feedback plays a crucial role in enhancing student engagement, as positive and constructive comments during teacher interactions can significantly boost student confidence and encourage them to take risks in language use Research by Waring (2008) indicates that when teachers recognize students' efforts and offer gentle corrections, it fosters a greater willingness to participate and tackle challenging content.
(1995) also noted that the tone and delivery of feedback are essential—feedback that is delivered in a supportive manner promotes a sense of safety, which is crucial in language learning environments
The timing and balance of teacher talk are crucial for fostering an engaging learning environment Excessive teacher talk can result in passive learning, where students simply absorb information without active participation Conversely, when teacher talk is strategically used to guide discussions and promote interaction, it enhances student engagement and creates a learner-centered atmosphere Research indicates that the most effective classrooms utilize teacher talk to stimulate student responses rather than monopolize the conversation (Walsh, 2011).
2.3.2 Teacher talk and language acquisition
Teacher talk is vital for student engagement and significantly impacts second language acquisition (SLA) Key theories, such as Krashen’s Input Hypothesis (1985), highlight the importance of interaction in learning a second language, with teacher talk being central to this process Krashen argues that language acquisition occurs when learners receive comprehensible input, or language that is just above their current proficiency level (i+1) In the classroom, teachers adjust their language to match students' levels and provide contextual support, thus delivering the essential linguistic input that fosters language development.
Long’s Interaction Hypothesis (1996) expands on Krashen’s theory by highlighting the critical role of interaction in language acquisition Long argues that learners benefit more from engaging in meaningful conversations, especially when they negotiate meaning Teacher talk is essential in fostering these interactions; by asking questions, promoting discussions, and offering feedback, teachers create opportunities for learners to practice and enhance their language skills effectively.
Swain’s Output Hypothesis (2005) emphasizes the significance of language production alongside input, asserting that learners benefit from being encouraged to produce language This output not only deepens their understanding but also helps them identify gaps in their knowledge Teacher talk plays a crucial role in this process by prompting students and creating opportunities for them to practice their language skills effectively.
Teacher talk functions as a critical tool in SLA by providing comprehensible input and facilitating interaction, both of which are essential for language learning
In EFL classrooms, teacher talk is crucial as it provides the primary source of language input for students with limited exposure outside the classroom Effective educators enhance comprehension by modifying their speech, utilizing strategies like simplifying vocabulary, rephrasing, and highlighting key concepts (Gibbons, 2015) When this input is well-scaffolded, it significantly aids learners in acquiring new vocabulary and grammatical structures.
Teacher talk plays a crucial role in fostering interaction among students, enabling them to practice language in context By engaging in questioning, guiding group activities, and promoting dialogue, teachers create meaningful interactions that enhance language development This approach not only exposes learners to the language but also provides them with opportunities to produce it, respond to feedback, and refine their language use based on input from both teachers and peers Such a cyclical process of input, interaction, and output is essential for effective second language acquisition.
2.3.3 Balancing teacher talk and student talk
Balancing teacher talk and student talk is crucial in EFL classrooms, as excessive teacher talk can result in passive learning, while insufficient guidance may hinder students' language skill development Research indicates that an ideal teacher talk ratio allows for adequate input to support learning while also offering students ample opportunities to practice speaking and engage in meaningful interactions.
Thornbury (1996) suggests that the ideal teacher talk ratio in the classroom should be 30-40%, allowing 60-70% for student talk This balance is essential for effective language acquisition, as it provides students with necessary input while encouraging their language production However, the optimal ratio may differ based on students' proficiency levels; beginners often need more teacher talk for comprehensible input and support, while advanced learners benefit from increased opportunities for independent language use (Walsh, 2011).
To achieve an effective balance between teacher talk and student talk, educators can utilize various strategies, such as incorporating open-ended questions These questions encourage students to elaborate on their answers and foster extended dialogue, enhancing both critical thinking and engagement with the language For instance, replacing a simple yes/no question like “Did you understand the text?” with “What did you find most interesting about the text, and why?” invites students to think critically and articulate their thoughts more comprehensively.
Teachers can enhance student participation by utilizing positive feedback and reinforcement According to Waring (2008), specific and constructive feedback boosts students' confidence in their language skills, encouraging them to engage more actively This positive reinforcement can include recognizing a student's efforts, praising accurate language use, or providing helpful suggestions for improvement.
Incorporating group interaction effectively balances teacher talk with student talk, allowing for a shift from teacher-centered instruction to student-centered activities Organizing pair or group work, such as discussions, debates, and collaborative projects, provides students with opportunities to practice the target language in a less formal environment Meanwhile, teachers can monitor and offer guidance as necessary, enhancing student talk time and promoting peer learning and collaboration.
Global Success English Textbooks And Teacher Talk
2.4.1 Overview of Global Success English textbooks
The Global Success English textbooks utilize a structured, communicative approach tailored for English as a Foreign Language (EFL) learners These resources aim to enhance students' communicative competence by prioritizing active language use, situational learning, and task-based activities By integrating the four essential language skills—speaking, listening, reading, and writing—into engaging lessons, the textbooks mirror real-life communication scenarios This methodology aligns with Communicative Language Teaching (CLT), which focuses on meaningful interaction rather than solely on grammatical accuracy.
The Global Success textbooks are organized into thematic units that include a range of communicative tasks such as dialogues, role-plays, group discussions, and written exercises These activities encourage active student participation and practical use of English in real-life contexts, like simulating a doctor's visit or ordering food at a restaurant This approach not only teaches essential language structures but also enhances students' communication skills for diverse social and professional situations.
The primary goal of the Global Success English textbooks is to equip students with essential communication skills, emphasizing a transition from traditional teacher-centered methods to interactive, student-focused approaches Through engaging activities that mimic real-life language use, students acquire practical experience and boost their confidence in using English in everyday contexts.
In the context of Global Success textbooks, teacher talk plays a crucial role in guiding students through communicative tasks and achieving learning objectives This term encompasses the language teachers use to interact with students, including explanations, instructions, feedback, and overall engagement during lessons In communicative language teaching, the teacher's role transitions from being a lecturer to a facilitator, promoting student interaction with the material and encouraging them to use English extensively (Walsh, 2011).
Teacher talk plays a crucial role in the Global Success textbooks, as it provides essential instructions and guidance for communicative tasks Prior to group discussions or role-plays, teachers need to clearly explain the tasks, offer necessary language input, and model the activities to ensure student understanding and effective participation (Krashen, 1985) Additionally, teachers must implement scaffolding techniques, such as prompts and feedback, to support student learning As students gain proficiency, the level of scaffolding is gradually decreased, fostering greater independence in their performance (Vygotsky, 1978).
Teacher talk is essential for fostering an interactive learning environment, as it encourages student participation and meaningful dialogue By utilizing open-ended questions, providing constructive feedback, and prompting discussions, teachers enhance student engagement with the content and peers This interactive approach is particularly vital in the communicative method, where the focus extends beyond practicing language structures to facilitating genuine communication.
2.4.2 Teacher talk strategies in implementing Global Success Textbooks
To maximize the effectiveness of the Global Success textbooks, educators should implement targeted strategies in their teacher talk These approaches are crucial for fostering student-centered learning, promoting active participation, and enhancing the efficacy of communicative tasks to improve language proficiency.
Facilitating group work is one of the most effective teacher talk strategies, as it is essential to the communicative approach, promoting student interaction, collaboration, and language use in diverse contexts Teachers are crucial in organizing and supporting these activities by clearly explaining task objectives, monitoring group dynamics, and providing timely feedback to keep students focused and engaged (Swain, 2005) During group activities, teachers can circulate to offer prompts or suggestions when students face challenges with vocabulary or ideas, while also encouraging reluctant participants to engage more actively in discussions.
Incorporating role-playing activities, as featured in the Global Success textbooks, is a vital strategy for language learning These activities enable students to engage in realistic scenarios like job interviews, shopping trips, or social gatherings Effective teacher involvement is crucial, as educators must demonstrate appropriate language use and behavior, establish clear expectations, and guide students through each phase of the role-play For instance, prior to a role-play centered on dining at a restaurant, the teacher could reinforce essential phrases such as “I’d like to order…” to ensure students are well-prepared.
"Could I please have the bill?" is a useful phrase to learn for dining conversations During a role-play activity, the teacher can provide feedback on students' pronunciation, fluency, and language appropriateness, enhancing their conversational skills effectively (Gibbons, 2015).
Discussion activities play a crucial role in the communicative approach to language learning, fostering critical thinking and enabling students to articulate their opinions in English Effective teacher talk is essential for initiating and sustaining these discussions through open-ended questions like “What do you think about this issue?” or “How would you solve this problem?” By guiding conversations in this manner, teachers promote meaningful dialogue, encouraging students to use language reflectively and communicatively (Walsh, 2002).
While teacher talk is beneficial for utilizing Global Success textbooks, teachers often encounter challenges such as varying language proficiency levels among students In diverse classrooms, students may possess different English skills, complicating the teacher's ability to communicate effectively with everyone Advanced learners might feel unchallenged, whereas those with lower proficiency may find it hard to engage with communicative tasks, resulting in frustration and disengagement (Richards & Rodgers, 2014).
To effectively engage all students, teachers should implement differentiated instruction in their communication This approach involves tailoring the complexity of language according to students' abilities For lower-level learners, teachers can utilize simpler language, repeat essential phrases, and offer additional support Conversely, for higher-level students, educators can pose more complex questions, introduce advanced vocabulary, and promote independent language use By adapting their teacher talk in this manner, teachers can ensure that every student is appropriately challenged and engaged in the learning process (Krashen, 1985).
Maintaining student engagement during extended communicative tasks poses a significant challenge, as excessive reliance on teacher talk can result in passive learning In a communicative language classroom, where the objective is to enhance student talk time and minimize teacher-centered instruction, an overabundance of teacher talk can diminish students' motivation to actively use the language This issue highlights the importance of balancing guidance and feedback with opportunities for student participation to foster a more interactive learning environment (Walsh, 2011).
To address the imbalance between teacher talk and student talk, educators should implement student-centered strategies like think-pair-share This approach involves students first contemplating a question individually, then discussing their thoughts with a partner, and finally sharing their insights with the class By utilizing this method, teachers can minimize their speaking time while effectively guiding discussions and providing necessary feedback Furthermore, encouraging peer feedback allows students to assess each other's language use, fostering a sense of responsibility for their own learning and reducing the teacher's workload (Walsh, 2002).
Previous Studies And Research Gaps
* Methodologies in teacher talk research
Research on teacher talk in language learning has utilized various methodologies, including classroom observations, discourse analysis, interviews, and surveys, to assess its influence on student engagement and language acquisition (Lei, 2009; Ningsih & Daulay, 2023) The Initiation-Response-Feedback (IRF) model, introduced by Sinclair and Coulthard (1975), serves as a key framework for analyzing teacher-student interactions Additionally, sociocultural theories, particularly Vygotsky’s Zone of Proximal Development (ZPD), have been employed to explore how teacher talk aids learning through scaffolding (Kim, 2016) Quantitative methods, such as statistical analyses of teacher talk time distribution, have also shed light on the dynamics between teacher and student discourse (Sistyawan et al., 2022).
* Findings on teacher talk and student engagement
Research demonstrates a strong link between teacher talk and student engagement, with effective communication from educators promoting classroom participation and increasing students' readiness to use the target language (Walsh, 2002; Mercer, 1995) Comparative studies of questioning techniques reveal that referential questions lead to longer, more thoughtful student responses and greater engagement, while display questions tend to result in short, fixed answers (Lei, 2009).
Effective feedback strategies are essential for enhancing student engagement Research by Waring (2008) indicates that constructive feedback, when delivered positively, significantly boosts students' confidence and promotes active participation Additionally, studies in English as a Foreign Language (EFL) classrooms reveal that interactive teacher talk, which includes questioning and student-centered discussions, fosters greater student motivation (Jing & Jing, 2018).
* The Role of scaffolding and the IRF Pattern
Teacher talk plays a crucial role in scaffolding strategies that significantly enhance students' learning experiences Research indicates that educators who effectively employ techniques such as modeling, prompting, and guided questioning can foster deeper understanding and engagement among their students.
2016) However, excessive reliance on scaffolding may hinder student autonomy, as some studies suggest that prolonged teacher support can reduce opportunities for independent language use (Ningsih & Daulay, 2023)
The IRF model is widely used in classroom discourse for assessing comprehension and reinforcing language structures However, it has faced criticism for perpetuating teacher dominance in the learning environment.
(2018) argue that overuse of the IRF pattern limits spontaneous student talk, reinforcing passive learning behaviors
* Teacher Talk and cultural/contextual factors
Cultural and educational contexts significantly shape the effectiveness of teacher talk in EFL classrooms A study by Aghajanzadeh and Hemmati (2014) in Iranian writing classes revealed that teacher talk often emphasized text-based guidance, which restricted broader student discussions In contrast, Jing and Jing (2018) found that Chinese teachers frequently employed code-switching between English and the students' first language to enhance comprehension While this approach facilitates understanding, it may inadvertently limit students' exposure to the target language, raising concerns about its potential long-term effects on fluency.
Research in Vietnam shows that teacher talk primarily focuses on grammar explanations and lecture-style teaching, which restricts student interaction (Ha Anh Phuong, 2020) According to studies conducted by Nguyen Nu Quynh Huong and Pham Le Hoai Huong, this approach hinders effective communication and engagement in the classroom.
(2020) further reveal that while code-switching is commonly used to facilitate comprehension, excessive use of Vietnamese hinders students’ exposure to English
* Challenges in balancing teacher talk and student interaction
A prevalent issue in EFL research is the disproportionate amount of teacher talk compared to student participation Research indicates that teachers dominate classroom discourse, with Sistyawan et al (2022) finding that teachers speak 62% to 73% of the time, which restricts students' chances to engage in speaking practice Similarly, Hoang Van Van (2018) identified that excessive teacher talk in Vietnamese classrooms fosters passive learning environments.
To tackle the challenge of enhancing classroom engagement, Pham Trung Kien and Vu Thi Hong Van (2020) recommend minimizing Teacher Talking Time (TTT) and promoting student interaction through student-centered activities Similarly, Nguyen Hoang Thuy (2019) advocates for a transition to communicative teaching methods, emphasizing that teacher talk should facilitate discussions instead of overshadowing student participation.
Despite the wealth of literature on teacher talk, significant research gaps persist, particularly concerning secondary school contexts, as most studies concentrate on university or language center settings (Nguyen Pham Thanh Van, 2024) Furthermore, although numerous studies promote student-centered teaching methods, they often overlook the institutional and cultural obstacles that may impede their effective implementation (Vu Hai Ha & Nguyen Nha Uyen, 2021).
Future research should focus on how teacher communication adjusts to varying proficiency levels in secondary education, as well as how to enhance student engagement through communicative, textbook-driven instruction like the Global Success series Additionally, studies should investigate the lasting impact of teacher talk on students' speaking skills and their confidence in using English beyond the classroom.
Research on teacher talk in Vietnam's secondary education is notably limited, with existing studies primarily focusing on higher education and language centers The dynamics of public secondary schools remain largely unexplored, despite the relevance of teacher talk to Communicative Language Teaching (CLT) and code-switching in EFL classrooms Specifically, there is a lack of investigation into how teacher talk operates within secondary schools using textbook series like Global Success This gap is critical, as secondary education presents unique challenges such as larger class sizes, diverse student proficiency levels, and distinct classroom environments compared to higher education.
There is a significant gap in research regarding the role of teacher talk in supporting communicative tasks within Vietnamese secondary classrooms Most studies emphasize traditional, grammar-focused instruction, with minimal exploration of the specific verbal strategies teachers employ to promote communicative approaches Furthermore, there is a lack of investigation into how teacher talk is tailored to modern, task-based activities found in textbooks like Global Success, which are designed to foster student interaction and practical use of English This oversight restricts our understanding of how teachers' verbal interactions facilitate student engagement with communicative tasks.
The effectiveness of teacher talk in accommodating diverse proficiency levels in secondary classrooms remains underexplored While research indicates that excessive teacher talk can hinder student participation, there is insufficient evidence on how to balance teacher communication with student interaction in large, mixed-ability settings In Vietnamese secondary schools, teachers encounter the challenge of addressing varying language skills among students, yet current studies offer limited practical strategies for adjusting teacher talk to cater to all learners' needs.
This study investigates the role of teacher talk in conjunction with the Global Success textbooks at Nghia Tan Secondary School, focusing on its use in guiding students through communicative exercises, managing group work, and providing scaffolding during complex tasks It highlights how teacher talk supports task-based learning and adapts to engage students of varying proficiency levels, thus fostering a more interactive and inclusive classroom environment By examining these dynamics, the research offers valuable insights into the effective use of teacher talk in secondary education in Vietnam, where communicative competence is gaining importance.
Summary Of The Chapter
Chapter 2 highlights the critical role of teacher talk in EFL classrooms, where it serves as a key source of linguistic input and interaction It explores various theoretical frameworks, such as Krashen’s Input Hypothesis and Vygotsky’s Sociocultural Theory, emphasizing the need for comprehensible input and guided interaction for effective language acquisition The chapter also highlights the Communicative Language Teaching (CLT) approach, where teacher talk is used to foster student participation and real-life communication skills Additionally, it examines strategies that enhance engagement, such as open-ended questions and feedback, while addressing challenges like balancing teacher talk with student interaction and managing diverse proficiency levels.
RESEARCH METHODOLOGY
Research Design
This study employs a sequential mixed-methods design that includes classroom observation, a quantitative survey, and in-depth interviews to thoroughly analyze the impact of teacher talk in English instruction By integrating both qualitative and quantitative data, this approach addresses potential biases inherent in individual research methods, offering a comprehensive perspective on the research issue.
In the initial phase, classroom observations utilize a semi-structured form to analyze teacher speech during the introduction, practice, and conclusion stages of instruction Teacher utterances are categorized into five types: explanations, instructions, open-ended questions, encouragement, and error correction, with their frequency tracked to understand the evolution of teacher talk throughout the lesson Additionally, student participation is evaluated through metrics such as raised hands, voluntary responses, and group discussion engagement To ensure a comprehensive analysis and minimize bias, six lessons from different teachers are observed, representing various instructional styles.
In the second phase, a quantitative survey utilizing a 15-item questionnaire on a five-point Likert scale is conducted, where students evaluate their perceptions of teacher talk from "Strongly Disagree" to "Strongly Agree." The survey emphasizes essential factors including clarity, usefulness, and the influence of teacher talk on student motivation and confidence in learning English Responses are systematically collected to analyze these key aspects.
207 students across six classes to ensure the reliability and representativeness of the dataset
In the concluding phase of the study, in-depth semi-structured interviews are held with 12 students showcasing varying degrees of classroom participation These interviews aim to uncover personal insights, challenges, and advantages associated with understanding teacher talk, along with its impact on language acquisition The interview questions are meticulously crafted, drawing from previous classroom observations and survey feedback to guarantee focused and comprehensive data collection.
The data analysis process entails ongoing comparisons across various data sources Classroom observation data is coded to reveal frequency patterns, which are then compared with survey responses to identify consistencies or discrepancies between observed behaviors and student perceptions Additionally, interview data undergoes thematic content analysis to pinpoint key factors that enhance effective teacher communication and to develop actionable recommendations for improving teaching strategies.
Research Setting
3.2.1 Overview of Global Success English textbooks
The Global Success English textbooks adopt a structured, communicative approach to English language teaching, particularly in EFL contexts They aim to enhance students' communicative competence through active language use, situational learning, and task-based activities By integrating the four key language skills—speaking, listening, reading, and writing—into engaging lessons, these textbooks reflect real-life communication scenarios This methodology aligns with Communicative Language Teaching (CLT), which prioritizes meaningful interaction over mere grammatical accuracy.
The Global Success textbooks are organized into thematic units that include a variety of communicative tasks such as dialogues, role-plays, group discussions, and written exercises These activities engage students in active participation, allowing them to practice English in practical, context-based scenarios, such as simulating a doctor’s visit or ordering food at a restaurant This approach not only teaches essential language structures but also enhances students' communication skills for diverse social and professional situations.
The Global Success English textbooks aim to equip students with essential communication skills by transitioning from traditional teacher-centered methods to interactive, student-centered approaches Through engaging activities that simulate real-life language use, students acquire practical experience and build confidence in their ability to use English in everyday situations (Gibbons, 2015).
Teacher talk plays a crucial role in the Global Success textbooks by guiding students through communicative tasks and achieving learning objectives This term encompasses the language teachers use to interact with students during lessons, including explanations, instructions, feedback, and various forms of interaction throughout the learning process.
In communicative language teaching, the teacher's role transitions from being a lecturer to a facilitator of learning This approach emphasizes the importance of creating opportunities for students to actively engage with the material, interact with their peers, and utilize English as frequently as possible (Walsh, 2011).
Teacher talk plays a crucial role in the Global Success textbooks, as it provides essential instructions and guidance for communicative tasks Before engaging in activities like group discussions or role-plays, teachers must clearly explain the tasks, offer necessary language input, and model the activities The effectiveness of the teacher's communication significantly impacts students' understanding and participation (Krashen, 1985) Additionally, teachers are responsible for scaffolding, which includes offering prompts, cues, or feedback to support student learning As students gain proficiency, the scaffolding is gradually reduced, enabling them to work more independently (Vygotsky, 1978).
Teacher talk is essential for creating an interactive learning environment, as it encourages student participation and fosters meaningful dialogue By utilizing open-ended questions, providing constructive feedback, and prompting further discussion, teachers facilitate deeper engagement with the content and peer interactions (Walsh, 2002) This interactive approach is particularly crucial in the communicative method, which emphasizes using language for real communication rather than merely practicing language structures.
3.2.2 Teacher talk strategies in implementing Global Success Textbooks
To maximize the effectiveness of Global Success textbooks, educators should implement targeted strategies in their teacher talk These approaches are crucial for fostering student-centered learning, promoting active participation, and enhancing the effectiveness of communicative tasks, ultimately leading to improved language proficiency.
Facilitating group work is a highly effective teacher talk strategy that enhances student interaction and collaboration, which is essential in the communicative approach to language learning Teachers are crucial in organizing and supporting these activities by clearly outlining task objectives, monitoring group dynamics, and providing timely feedback to keep students engaged During group sessions, teachers can move among the groups to offer prompts and suggestions, helping students who may struggle with vocabulary or ideas, and encouraging participation from more hesitant learners.
Role-playing activities, commonly found in Global Success textbooks, are vital for providing students with realistic language practice in scenarios like job interviews and social events In these activities, teacher talk plays a crucial role, as educators model appropriate language and behavior, set clear expectations, and guide students through the role-play process For instance, prior to a restaurant role-play, teachers can review essential phrases such as "I’d like to order " and demonstrate their usage in conversation Throughout the exercise, teachers offer feedback on pronunciation, fluency, and language appropriateness, helping students enhance their communication skills effectively (Gibbons, 2015).
Discussion activities are crucial in the communicative approach to language learning, fostering critical thinking and enabling students to articulate their opinions in English Teacher talk plays a vital role in initiating and maintaining these discussions through open-ended questions like “What do you think about this issue?” or “How would you solve this problem?” By effectively guiding these dialogues, teachers promote meaningful exchanges that enhance both communicative and reflective language use among students (Walsh, 2002).
While teacher talk is beneficial for utilizing Global Success textbooks, teachers often encounter challenges, particularly with diverse language proficiency levels among students In classrooms where students possess varying degrees of English skills, it becomes difficult for teachers to adjust their communication effectively Advanced learners may become bored, while those with lower proficiency may find it hard to engage with the tasks, resulting in frustration and disengagement (Richards & Rodgers, 2014).
To effectively engage students of varying abilities, teachers can implement differentiated instruction in their communication This approach involves tailoring the complexity of language to match students' proficiency levels; for lower-level learners, educators should use simpler language, repeat key phrases, and offer additional support, while for higher-level students, they can pose more complex questions, introduce advanced vocabulary, and promote independent language use By adapting their teacher talk in this manner, educators can ensure that all students remain engaged and appropriately challenged (Krashen, 1985).
Maintaining student engagement during extended communicative tasks presents a significant challenge in language classrooms While teacher talk is crucial for guidance and feedback, excessive reliance on it can result in passive learning, where students listen without active participation This issue is especially concerning in communicative language settings, where the aim is to enhance student talk time and minimize teacher-centered instruction When teacher talk takes precedence, students may feel less motivated to actively use the language (Walsh, 2011).
To address the imbalance between teacher talk and student talk, educators should implement student-centered strategies like think-pair-share This approach allows students to first contemplate a question individually, discuss their thoughts with a partner, and then share their insights with the class, effectively minimizing teacher talk while enabling guidance and feedback Additionally, promoting peer feedback encourages students to assess each other's language use during activities, which not only lightens the teacher's workload but also fosters student accountability in their learning process (Walsh, 2002).
Research Sample
This study utilizes convenience sampling to enhance feasibility and accessibility in a school setting, ensuring demographic and academic diversity among participants The research includes a sample of 207 students from six classes at Nghĩa Tân Secondary School, specifically classes 7A through 7F The gender distribution is fairly balanced, comprising 47.3% male and 52.7% female students.
Students are classified according to their self-assessed English proficiency levels, which range from "Very Poor" to "Very Good." This categorization highlights the diverse range of linguistic abilities, encompassing individuals with minimal English skills as well as those who possess advanced language proficiency.
Nghĩa Tân Secondary School was chosen for its English curriculum's alignment with the research objectives and ease of data collection The teachers involved have experience with the Global Success English textbook, ensuring consistent instructional content and methods Students selected for the study have been taught by these teachers for at least one semester, ensuring they are familiar with the teaching approach and can accurately assess the impact of teacher talk on their learning process.
Research Instruments
This study utilizes three main data collection tools: a semi-structured classroom observation form, a quantitative survey, and semi-structured interview questions These tools aim to thoroughly assess the influence of teacher talk on student engagement and perceptions in English classrooms Their development is guided by Vygotsky’s Sociocultural Learning Theory and the Initiation-Response-Feedback (IRF) model.
The semi-structured classroom observation form is designed to capture teacher utterances and student participation, categorizing teacher speech into five key types: explanations, instructions, encouragement, open-ended questions, and error correction These categories reflect Vygotsky’s scaffolding theory, emphasizing the role of teachers in facilitating learning through structured support Utilizing the IRF model, the form tracks the interaction where teachers pose questions, students respond, and teachers provide feedback, thereby fostering participation and cognitive growth This observation tool also monitors the frequency of these strategies throughout various lesson phases, offering valuable insights into the evolution of teacher talk and its impact on student engagement.
The quantitative survey comprises 15 questions organized into key thematic areas, utilizing a five-point Likert scale to evaluate teacher speech clarity, explanation usefulness, and the influence of teacher communication on student motivation and participation Grounded in interactional communication theory, the survey positions teachers as facilitators of an engaging classroom environment It incorporates the IRF model to assess student participation in discussions and learning activities The collected data offers a structured overview of the impact of teacher talk strategies on students, enabling cross-validation with classroom observations and interview results.
The semi-structured interviews delve into students' views on the impact of teacher talk on their learning experiences, highlighting both the challenges and benefits they face in processing classroom communication By conducting in-depth interviews, the study investigates factors influencing student participation and the ways teachers utilize speech to enhance student confidence, especially in collaborative settings Rooted in Vygotsky’s theory, the focus is on the teacher’s role as a linguistic facilitator, guiding students through structured interactions The insights gained from these interviews are instrumental in analyzing how teacher talk contributes to a supportive learning environment and promotes language development from the students' perspective.
Integrating classroom observations, quantitative surveys, and semi-structured interviews offers a comprehensive understanding of how teacher talk impacts student engagement and learning motivation The results establish a basis for recommendations aimed at enhancing teacher communication strategies in English classrooms.
Data Analysis Tools
Classroom observation data is systematically analyzed using coding and frequency analysis to categorize teacher speech types with predefined codes, allowing for the calculation of their frequency during different lesson phases Additionally, student participation levels are quantified by aggregating indicators such as the number of students raising their hands, responding to questions, and engaging in group discussions.
Quantitative analysis utilizes SPSS software to perform descriptive statistics, including frequencies, means, and standard deviations, for effective data summarization Additionally, ANOVA and Welch tests are employed to assess variations in student participation levels according to proficiency, with a significance threshold established at Sig < 0.05 (Field, 2018).
During the research process, strict ethical standards and data confidentiality measures are upheld, including obtaining approval from the school administration All participating teachers and students are fully informed about the research objectives and data collection methods Parental or guardian consent is mandatory for student participation To ensure confidentiality, personal data is encrypted, and access is restricted solely to the researcher.
Qualitative analysis utilizes thematic content analysis to evaluate interview data, emphasizing the coding of responses into significant themes like perceptions of teacher speech, comprehension challenges, and their effects on learning motivation This process includes coding the data, identifying key themes, and comparing the results with quantitative data for triangulation.