Titre complet : Analysis of elementary school level EFL
interactions: A study of learner involvement
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Résumé :
This research paper reports on the analysis of an elementary school level classroom corpora obtained from 11 English as a Foreign Language (EFL) classrooms. The study aimed to explore the interaction types used in EFL lessons with the objective of measuring the extent of learner involvement. Subsequently the issues such as, Teacher Talking Time (TTT), Student Talking Time (STT), learner-initiated interaction, and peer scaffolding, which are tightly intertwined with the research objectives, were closely scrutinised. The classroom corpora were obtained from different elementary schools from five French Polynesian archipelagos. The data used in this study were collected via two projects which were carried out in a French Polynesian elementary school context. The first project was an extensive project called Pratiques Educatives Enseignantes et Parentales en Polynésie (PrEEPP), and it took place between the years 2014-2017(Gabillon & Ailincai, 2017). The second, Maeha’a Nui, a more modest project, was carried out between the years 2015-2016 (Gabillon & Ailincai, 2015, 2016; Gabillon, Vernaudon, Marchal, Ailincai, & Paia, 2016). This study was situated within a social constructivist paradigm and drew on both sociocultural (Lantolf & Pavlenko, 2009; Lantolf & Thorne, 2006; Swain & Lapkin, 2013; Zuengler & Miller, 2006) and interactionist perspectives on foreign language learning (Mackey, 1999; Mackey & Philp, 1998; Polio & Gass, 1998; Swain, 2004). These standpoints provided the study with a theoretical framework and precise descriptive terminology which facilitated the identification, analysis and the interpretation of the phenomena in question. The transcripts of the videotaped corpora were explored with computer assisted qualitative data analysis software (CAQDAS), ATLAS.ti. The data were: i) studied and segmented by studying the transcripts in association with the videotaped material, and ii) analysed through a series of iterative coding, linking, categorising and framing techniques. The analysis focused primarily on the identification of different patterns and the examination of the degree of learner engagement. The researcher identified the initial categories by using open coding. To identify and label concepts she used the relevant terminology directly from the literature or she named the concepts herself. Through axial coding, she drew together the relevant categories. Finally, using selective coding, she integrated subcategories into coherent theoretical frames. The results obtained were presented: i) using a selection of excerpts to explain individual episodes, ii) theoretical framework charts to present categories, and iii) histograms to display code (co-)ocurrences, frequencies, and percentages of the analysed data.
