چکیده:
The present paper investigated the effect of teacher’s follow‐up move approach on Iranian EFL learners’ conversation quality. Ninety students were selected in a senior high school in Poldokhtar, Iran. Through an oral test sixty out of ninety students whose scores were between one standard deviation (SD) above and below the mean were selected as the participants of the study. Then they were divided into two equal homogeneous groups of experimental and control. The experimental group received the treatment which was five units of Top Notch A and was taught under the supervision of the teacher using follow- up (F-move) strategy but the control group was taught in the traditional way. After the teaching period was over, a posttest was presented to both groups to see whether the teacher's follow-up moves had been effective. The scores obtained through the pre and the posttest were analyzed using the Paired and Independent Samples t-test procedure and the results reported. The results indicated that the experimental group of EFL learners under the supervision of teachers applying follow-up move acted better than their counterpart (control group) that paved the way in traditional way.
خلاصه ماشینی:
The Effect of Teachers' Follow-up Move Approach (F-move) on Iranian EFL Learners' Conversation Quality Elkhas Veysi1, Payman Rajabi2, Ahmad Reza Jamshidipour3* 1 Assistant Professor,PayameNoorUniversity(PNU), Iran, elkhas@yahoo.
com Abstract The present paper investigated the effect of teacher's follow-up move approach on Iranian EFL learners' conversation quality.
The results indicated that the experimental group of EFL learners under the supervision of teachers applying follow-up move acted better than their counterpart ( control group) that paved the way in traditional way.
Thus, the present study aimed at investigating whether EFL teachers' follow-up moves perform in the classrooms is effective for both teaching and learning than learning traditional way of teaching and learning.
Yook (2010) examined numerous studies on EFL teachers' beliefs and follow up moves and class practices, concluding that despite inconsistencies between what teachers say they believe and what they actually do in the language classroom, a significant degree of interaction could be found.
To see the effectiveness of follow up move (F-move) strategy on the quality of language teaching and learning after ten sessions on working this trend, a posttest was administered for both groups.
Since the experimental groups outperformed the control groups in this respect, teaching conversation through follow-up move approach (F move) in the classrooms are supposed to improve conversation quality among Iranian EFL learners.
It was observed that based on the findings of this study, those students being taught by EFL teachers emphasizing follow-up moves and teaching conversation outperformed those being taught in traditional methods.