KaydedilenlerDerginizi ekleyin

Dergiler / Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi / 2026 / Cilt: 26 Sayı: 2

İkinci / Yabancı Dil Öğretiminde Etkileşimsel Farkındalığın Geliştirilmesi: SETT Tabanlı Araştırmaların Meta-Sentezi

Developing Interactional Awareness in the Second / Foreign Language Classroom: A Metasynthesis of SETT-based Research

Özge Ünver(Duzce University Hakime Erciyas School of Foreigne Languages)0000-0001-5206-2711
Mustafa Durmuş(HACETTEPE UNIVERSITY, INSTITUTE OF TURKIC STUDIES)0000-0002-5337-3113
Sayfa
982–1008
Yayın Tarihi
2026-06-30
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

Bulgular, video tabanlı yansıtma ve pedagojik üstdil kullanımının öğreticilerin etkileşim farkındalığını ve uyum becerisini artırdığını göstermektedir.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:Bu çalışma, 2003-2025 yılları arasında yayımlanan ve dil öğretiminde öğretici konuşması ile sınıf içi etkileşimi incelemek amacıyla Öğretici Konuşmasının Öz Değerlendirmesi (SETT) çerçevesini kullanan 28 hakemli makalenin nitel meta-sentezini sunmaktadır.
📊
Temel Bulgular & Veri:Bulgular, video tabanlı yansıtma ve pedagojik üstdil kullanımının öğreticilerin etkileşim farkındalığını ve uyum becerisini artırdığını göstermektedir.
💡
Sonuç & Katkı:SETT çerçevesi; öğretici söylemini geliştirmeye ve etkileşim odaklı öğretimi desteklemeye yönelik güçlü ve esnek bir ara olarak öne çıkmaktadır.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:2003-2025 Verileri
⚙️Değişkenler:SETT · Öğretici konuşması · Etkileşim

Özet

Bu çalışma, 2003-2025 yılları arasında yayımlanan ve dil öğretiminde öğretici konuşması ile sınıf içi etkileşimi incelemek amacıyla Öğretici Konuşmasının Öz Değerlendirmesi (SETT) çerçevesini kullanan 28 hakemli makalenin nitel meta-sentezini sunmaktadır. Sosyal yapılandırmacı kurama dayanan SETT, öğreticilerin sınıf içi söylemlerini yansıtıcı biçimde analiz etmelerine ve pedagojik hedeflerle uyumlu hâle getirmelerine olanak tanır. Bu çalışmada öğretici yansıtması, dillerötesilik (translanguaging), öğretici özerkliği ve mesleki gelişim gibi öne çıkan temalar belirlenmiştir. Bulgular, video tabanlı yansıtma ve pedagojik üstdil kullanımının öğreticilerin etkileşim farkındalığını ve uyum becerisini artırdığını göstermektedir. Ayrıca çok dilli sınıflarda ana dilin (L1) stratejik kullanımının, öğrenicilerin katılımını desteklediği ve etkileşimsel yeterliliği geliştirdiği ortaya konmuştur. Ancak çalışmaların çoğunun kısa süreli ve küçük örneklemli olması, SETT uygulamalarının uzun vadeli etkilerini değerlendirmeyi zorlaştırmaktadır. Araştırmaların EFL/ESL bağlamlarına yoğunlaşması, daha çeşitli, uzun süreli ve karma yöntemli çalışmalara olan ihtiyacı da vurgulamaktadır. SETT çerçevesi; öğretici söylemini geliştirmeye ve etkileşim odaklı öğretimi desteklemeye yönelik güçlü ve esnek bir ara olarak öne çıkmaktadır.

Abstract

This study presents a qualitative meta-synthesis of 28 peer-reviewed articles published between 2003 and 2025 that employed the Self-Evaluation of Teacher Talk (SETT) framework to examine teacher talk and classroom interaction in language teaching. Grounded in social constructivist theory, the SETT framework enables teachers to reflectively analyze their classroom discourse and align it with pedagogical goals. The meta-synthesis identifies key recurring themes across studies, including teacher reflection, translanguaging, teacher autonomy, and professional development. Findings suggest that video-based reflection and the use of pedagogical metalanguage enhance teachers’ interactional awareness and adaptability. Moreover, the strategic use of the mother tongue (L1) in multilingual classrooms was found to support student engagement and promote interactional competence. However, the limited sample sizes and short durations of many studies make it difficult to assess the long-term impact of SETT-informed practices. Additionally, literature’s predominant focus on EFL/ESL contexts highlights the need for more diverse, longitudinal, and mixed-method research. Overall, SETT emerges as a robust and flexible tool with strong potential to improve teacher discourse and foster more responsive, interaction-focused language teaching practices.

🔖

Bu Makaleye Atıf Yap

Ünver, Ö., Durmuş, M. (2026). İkinci / Yabancı Dil Öğretiminde Etkileşimsel Farkındalığın Geliştirilmesi: SETT Tabanlı Araştırmaların Meta-Sentezi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 26 Sayı: 2, 982–1008. https://doi.org/10.17240/aibuefd.2026..-1824811

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (49)

  1. Alkahtani, M. B. (2023). Classroom Discourse Analysis of Computer-Mediated Communication during COVID-19. Arab World English Journal. https://dx.doi.org/10.24093/awej/call9.6
  2. Borg, S. (2015). Teacher cognition and language education: Research and practice. Bloomsbury Academic.
  3. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
  4. Bruner, J. (1990). Acts of meaning: Four lectures on mind and culture. Harvard university press.
  5. Cummins, J. (2000). Language, power and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
  6. Demirkol, T., & Dişlen Dağgöl, G. (2022). Exploring classroom interactional competence in synchronous online teaching platforms: Insights from EFL instructors. Novitas-ROYAL (Research on Youth and Language), 16(2), 49–68.
  7. García, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
  8. Ghafarpour, H. (2017). Classroom conversation analysis and critical reflective practice: Self-evaluation of teacher talk framework in focus. Relc Journal, 48(2), 210-225. https://doi.org/10.1177/0033688216631173
  9. Ghajarieh, A., Jalali, N., & Mozaheb, M. (2019). An investigation into the classroom talk of Iranian EFL novice vs. experienced teachers. Register Journal, 12(2), 100-125. https://doi.org/10.18326/rgt.v12i2.100-125
  10. Ghajarieh, A., & Mirzabeigi, N. (2024). Investigating teacher talk in EAP and EGP classes: In pursuit of communicative features. Journal of Applied Research in Higher Education, 16(3), 750-762.
  11. Howard, A. (2010). Is there such a thing as a typical language lesson? Classroom Discourse, 1(1), 82-100. https://doi.org/10.1080/19463011003750699
  12. Huan, F., & Wang, L. (2011). A Self-Evaluation of Classroom Language Used When Teaching Grammar. International Education Studies, 4(4), 170-174.
  13. Jing, Y., & Kitis, E. D. (2024). Pedagogical translanguaging in the primary-school English-L2 class: a case-study in the Chinese context. Journal of Multilingual and Multicultural Development, 45(10), 4517-4532.
  14. Johnson, K. E. (2009). Second language teacher education: A sociocultural perspective. Routledge.
  15. Kampittayakul, T. (2019). The Role of Translanguaging in Improving Thai Learners' Interactional Competence in Dyadic" English as a Foreign Language" Tutorial Sessions. PASAA: Journal of Language Teaching and Learning in Thailand, 56, 80-111.
  16. Kamrani, Z., Tajeddin, Z., & Alemi, M. (2023). Teacher scaffolding in English-medium content-based instruction: Modes of classroom interaction. Applied Research on English Language, 12(3), 43-66.
  17. Khatib, M., & Saeedian, A. (2021). Identifying and informing novice Iranian English language teachers’ classroom decision making and pedagogical reasoning regarding managerial mode. Language Related Research, 12(3), 121-149.
  18. Kim, J. R., & Stoakley, B. (2016). A comparative analysis of teacher talk in solo and team teaching. Linguistic Research, 33.
  19. Kostogriz, A., & Peeler, E. (2007). Professional identity and pedagogical space: Negotiating difference in teacher workplaces. Teaching Education, 18(2), 107–122. https://doi.org/10.1080/10476210701325135
  20. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
  21. Lantolf, J. P. (Ed.). (2000). Sociocultural theory and second language learning (Vol. 78, No. 4). Oxford university press.
  22. Li, Y. (2024). Characterising Student Teachers’ Noticing Habits in Technology-Enhanced Dialogic Reflection. Education Sciences, 14(12), 1393.
  23. Li, J., & Walsh, S. (2023). Li, Y., & Walsh, S. (2023). Technology-enhanced reflection and teacher development: A student teacher’s journey. RELC Journal, 54(2), 356–375. https://doi.org/10.1177/00336882231161153
  24. Lucero, E., & Rouse, M. (2017). Classroom interaction in ELTE undergraduate programs: Characteristics and pedagogical implications. Colombian Applied Linguistics Journal, 19(2), 193-208.
  25. Lucero, E., & Scalante-Morales, J. (2018). English language teacher educator interactional styles: Heterogeneity and homogeneity in the ELTE classroom. How, 25(1), 11-31.
  26. Mercer, N., & Howe, C. (2012). Explaining the dialogic processes of teaching and learning: The value and potential of sociocultural theory. Learning, Culture and Social Interaction, 1(1), 12–21. https://doi.org/10.1016/j.lcsi.2012.03.001
  27. Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE.
  28. Mokiwa, H. O. (2020). The pedagogy of learning and teaching science in a multilingual classroom: Teachers’ perspectives. Africa Education Review, 17(4), 87-103.
  29. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D.,. & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
  30. Paris, D., & Alim, H. S. (Eds.). (2017). Culturally sustaining pedagogies: Teaching and learning for justice in a changing world. Teachers College Press.
  31. Saeedian, A. (2022). Classroom discourse: The skills and systems mode in the Persian reading and writing literacy development course. Language Related Research, 13(5), 253–280. https://doi.org/10.52547/LRR.13.5.9
  32. Saeedian, S., & Ghaderi, A. (2023). Scenario-based classroom context mode: reshaping non-native teachers’ decision-making and pedagogical reasoning. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 36.
  33. Saeedian, S., & Shojakhanlou, M. M. (2024). Informing Non-native Teachers’ Decision Making and Pedagogical Reasoning Through Skills and Systems Mode. English Teaching & Learning, 1-19.
  34. Sandelowski, M., & Barroso, J. (2007). Handbook for synthesizing qualitative research. Springer.
  35. Seedhouse, P. (2004). The interactional architecture of the language classroom: A conversation analysis perspective. Blackwell.
  36. Shamsipour, A., & Allami, H. (2012). Teacher Talk and Learner Involvement in EFL Classroom: The Case of Iranian Setting. Theory & Practice in Language Studies (TPLS), 2(11). https://doi.org/10.4304/tpls.2.11.2262-2268
  37. Skinner, B. (2012). Changing identities: an exploration of ESL trainee teacher discourse in microteaching. Classroom Discourse, 3(1), 46-64.
  38. Son, G., & Oh, S. Y. (2024). Translanguaging in Korean Middle School EFL Classrooms: A Conversation Analysis Using the SETT Framework. Korean Journal of English Language and Linguistics, 24, 1177-1196.
  39. Sugianto, A., & Yusuf, F. N. (2023). Teacher talk in a British sitcom: Insights from embodied actions to classroom interaction competence. LLT Journal: A Journal on Language and Language Teaching, 26(1), 92-114.
  40. van Lier, L. (2004). The ecology and semiotics of language learning: A sociocultural perspective. Springer.
  41. Walsh, S. (2003). Developing interactional awareness in the second language classroom: A practical framework. Language Awareness, 12(2), 124–142. https://doi.org/10.1080/09658410308667068
  42. Walsh, S. (2006). Investigating classroom discourse. Routledge. https://doi.org/10.4324/9780203015711
  43. Walsh, S. (2011). Exploring classroom discourse: Language in action. Routledge.
  44. Walsh, S. (2013). Classroom discourse and teacher development. Edinburgh University Press.
  45. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
  46. Yeremenko, T., Lukyanchenko, I., & Demchuk, A. (2022). Development of prospective EFL teachers’questioning skills in classroom discourse: interdisciplinary approach. Advanced Education, 22-39.
  47. Zeichner, K. M., & Liston, D. P. (2014). Reflective teaching: An introduction (2nd ed.). Routledge.
  48. Zuo, M., & Walsh, S. (2023). Translation in EFL teacher talk in Chinese universities: a translanguaging perspective. Classroom Discourse, 14(2), 128-146.
  49. Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D.,. & Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71