It has been claimed that reflective talk can provide more opportunities for engaging learners in language learning (Lin and Mackay, 2005; authour2). Nevertheless, the topic of effective teaching practices used for infusing reflection into Task-Based Language Teaching (TBLT) classroom has been overlooked in the literature. This study examines the extent to which EFL teachers’ practices can engage learners into reflection. The study adapted two thinking skills tasks: reading image and diamond ranking tasks. The data of this study includes 10 hours of classroom interaction in a speaking class, with participants consisting of freshmen university students studying at a Saudi University and their British teacher. Using Conversation Analysis (CA) methodology, the study highlights some of the teacher practices that increased or hindered reflection. Also, the teacher’s effective questioning practices have led to the emergence of four types of reflection: reflection on task outcome, reflection on reflection, reflection on one’s personal experience and reflection on personal preferences. Therefore, this study suggests a guiding framework for language teachers that demonstrates the 3 dimensions of reflections in relation to interactional space: task lay out, task outcomes and task analogy.
This paper is qualitative-quantitative study that concentrates on analyzing and investigating ‘elicitation techniques’ which is believed to be one of the most important features of EFL classroom discourse. It mainly examines the ways in which teachers practice elicitation questioning using data from three different English language classes recorded in ELI at King Abdulaziz University. Conversational analysis was adapted to analyze the selected transcribed extracts and counting was used to calculate the extent to which they are used. The findings indicated that teachers in ELI used three types of question to elicit information from their students: Yes/no question, closed/display questions and open-referential questions. It also revealed that yes/no and closed/display questions were used by teachers more frequently than referential questions. It was concluded that not all referential questions could create enough interaction.