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Cited by 7EFL/ESL Teaching and LearningCommunication in Education and HealthcareSecond Language Learning and Teaching

The DOI matches its Crossref record; 26 of the 28 references it cites were found in a registry or an index; 4 of the 31 sources its claims cite were checked for support.

An investigation into the classroom talk of Iranian EFL novice vs. experienced teachers

Open access
Ghajarieh, Amir, Jalali, Nastaran, Mozaheb, Mohammad Amin·2019·Register Journal
DOI 10.18326/rgt.v12i2.100-125
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Abstract

This study investigates the classroom talk of Iranian EFL novice versus experienced teachers with emphasis on the quality of communicative features through a linguistic lens provided by the SETT (Self-Evaluation of Teacher Talk) framework and TTFS (Teacher Talk Functional Scale) checklist. In so doing, 10 intermediate-level classrooms running by five novice and five experienced teachers were observed, each case twice. Eight distinctive communicative features of TT emerged upon the initial analysis of database obtained from the audio-recordings of 20 class sessions, totaling 30 hours of naturally generated input. Subsequently, the audio-recorded materials were carefully transcribed and analyzed in correspondence with the observation data in an attempt to compare how novice and experienced teachers present their talk. The results indicated both novice and experienced teachers enact communicative aspects of classroom talk; however, the quality of presentation in the case of the experienced group was far better. This in turn highlights the importance of raising awareness regarding TT features in teacher training courses. New communicative aspects of teacher talk highlighted in this study, including the use of L1 and language gradation, would help define new research paths exploring the classroom discourse. Further research inspired by this study needs to explore other aspects of teacher-student interactions in various educational settings. Keywords: classroom talk, teacher talk, discourse, novice teachers, teacher education

Overview

AI snapshot

Written from the paper’s full text.

TL;DR

This case study observed 10 Iranian EFL intermediate classrooms (five novice, five experienced teachers) to compare classroom talk through the SETT framework and TTFS checklist. It found experienced teachers generally produced higher-quality communicative features, especially in questioning, error correction, negotiation of meaning, and wait-time, while both groups shared some features.

Key findings

  • Experienced teachers were generally judged better in the quality of their talk; for display and referential questions, both groups used them, but experienced teachers’ questions were “more acceptable” and followed by more desirable examples or group work.
  • Both groups gave direct feedback on pronunciation errors, but novice teachers sometimes corrected grammatical errors on the spot or ignored them, whereas most experienced teachers took notes and corrected errors indirectly at the end of the session with learners.
  • Both groups negotiated meaning through clarification requests and repetition, but experienced teachers sometimes moved beyond the textbook to students’ favorite topics, while novice teachers were more focused on book content.
  • Experienced teachers showed more extended wait-time; one novice teacher (NT4) waited only 2 seconds before giving the correct pronunciation, while experienced teachers waited longer and gave students a second chance to think. No significant difference was found between novice and experienced teachers’ use of L1.

Methods

  • Case study of 10 female teachers at Safir English Institute in Tehran: five novice teachers (NT1–NT5, 1–3 years’ experience) and five experienced teachers (ET1–ET5, 6–10+ years’ experience), teaching intermediate-level classes averaging 10 students.
  • Ten intact classes were observed twice each, for 20 class sessions of 90 minutes; data included audio recordings, classroom observation, a validated checklist by Khany and Malmir (2017), video access when needed, and an interview with an institute supervisor.
  • Audio data were transcribed and coded using the SETT framework and TTFS checklist; two authors coded the data, with interrater reliability of .90 using Cohen’s Kappa, and thematic analysis was used to identify recurring themes.

Limitations

  • Stated: the study investigated only eight teacher-talk features and calls for examining others, including scaffolding, turn completion, and teacher echo; it also notes the need for larger samples and other institutes, schools, and teaching contexts.
  • Evident from the text: the sample is small (10 teachers), all female, from one institute, and limited to intermediate-level classes, which restricts generalizability.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.18326/rgt.v12i2.100-125

Cites

26 of 26 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Verification

Claims the paper makes

4 of 31 cited sources checked · 2 supported · 0 flagged · accuracy not yet measured

  • Findingown data

    Investigating eight features of teacher talk revealed that experienced teachers are generally better in terms of the quality of their talk.

    “Investigating eight features of teacher talk revealed that experienced teachers are generally better in terms of quality of their talk.”
    Quote in the paperSubstantial claim
  • Findingown data

    Novice teachers' focus was to a great extent on the content of the book.

    “Otherwise, the focus of novice teachers was to a great extent on the content of the book.”
    • Also stated in: § Analysis of language grading: · hedged
      “Novice teachers, on the other hand, appeared to be more loyal to the content of the book.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.
  • Findingown data

    Both novice and experienced teachers used display questions in a wide range of modes or micro-contexts, particularly while checking students' comprehension, mostly in reading tasks.

    “Grounded on data obtained from observation and recorded materials, one can argue that both novice and experienced teachers made use of display questions in a wide range of modes or micro-contexts, particularly while checking their students' comprehension, mostly in the reading tasks.”
    Quote in the paperSubstantial claim
  • Findingown data

    Both groups of teachers mostly gave direct feedback on students' pronunciation errors.

    “Both groups of teachers mostly gave direct feedback on the students' pronunciation errors.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.
  • Findingown data

    Clarification request and repetition as a way of meaning negotiation were frequently used by both groups.

    “Clarification request and repetition as a way of meaning negotiation were frequently used by both groups.”
    • Also stated in: § Analysis of language grading: · plain
      “Besides, negotiation of meaning through clarification request and repetition were frequently used by teachers.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.
  • Probably not a substantial claim. 28
  • It may state two separate claims as one. 31
  • The quote only partly states this claim. 2

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    The TTFS can be used for classroom interactions that are not necessarily led by teachers.

    “One of the advantages of their scale over other similar models is that it can be used for classroom interactions which are not necessarily led by teachers”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Khany & Malmir, 2017 source

      Appendix B (p. 16) includes an item on teacher talk encouraging student-initiated negotiation, so the scale can assess a teacher’s role in an interaction initiated by students. But the Data Collection Instruments section (p. 5) defines the TTFS as a measure of ELT teacher talk; our copy does not establish that it assesses classroom interactions more generally when they are not teacher-led. (LLM, conf=0.78)

      Experimental — accuracy not yet measured

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Study design and conductcitation

    A checklist developed by Khany and Malmir (2017) was used to further validate the observation data.

    “While the main instrumentations in this study were audio recorded material and the observation, one of the authors made use of a checklist developed by Khany and Malmir (2017) to further validate the observation data.”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Khany & Malmir, 2017 source

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Premisecitation

    The English Language Teacher Talk Functional Scale (TTFS) was developed and validated by Khany and Malmir (2017).

    “English Language Teacher Talk Functional Scale (TTFS) was another model developed and validated by Iranian researchers (Khany & Malmir, 2017).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Khany & Malmir, 2017 source

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Referential questions have a specific purpose of allowing students to express their opinions and exchange information.

    “Additionally, these kinds of questions have a specific purpose of allowing students to express their opinions and exchange information (Ellis, 1994;Thompson,1997;Thornbury, 1996).”
    Quote in the paperNot a substantial claim1 of 3 sources checked
    • cites Ellis, 1994

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Thompson,1997

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Thornbury, 1996 source

      The indexed copy’s Additional information section describes discussion questions and a debate, but does not identify them as referential questions or state the purpose attributed to them. Searches for “referential questions,” expressing opinions and exchanging information, and “referential” found no passage addressing that specific claim; the available section labels also appear to describe a different document from the cited article. (LLM, conf=0.72)

      Experimental — accuracy not yet measured

  • It may state two separate claims as one.

    Findingown data

    In most cases, teachers tried not to interrupt students for correcting grammatical errors; for grammatical problems they solely took notes.

    “In most cases, they tried not to interrupt students for correcting their grammatical errors.In the case of grammatical problems on the part of students they solely took notes.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • It may state two separate claims as one.

    Findingown data

    Most experienced teachers wrote students' errors on a piece of paper to avoid distracting them while speaking, and at the end of each session put errors on the board and indirectly corrected them with learners' help.

    “Yet, most of the experienced teachers wrote their students' errors on a piece of paper so as not to distract them while speaking, and at the end of each session they put their students' errors on the board, indirectly corrected them with the help of the learners.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • It may state two separate claims as one.

    Findingreasoning

    Students appeared to be satisfied with indirect error correction, especially in the analyzed talk relating to experienced teachers, as it represented more comprehensive examples.

    “Students appeared to be satisfied with indirect error correction specially in the analyzed talk relating to experienced teachers as it represented more comprehensive examples.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • It may state two separate claims as one.

    Findingown data

    In some cases, novice teachers overused difficult words while speaking, indicating they were not aware of how difficult their language may appear to students.

    “Observations revealed that in some cases novice teachers overused difficult words while speaking which means that they were not aware of how difficult their language may appear to students.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Findingown data

    All teachers at Safir Institute passed pre-service courses that emphasized language grading; teachers should bring their talk to the level of students.

    “Based on one of the researcher's talk with the institute's supervisor, all teachers at Safir Institute passed some pre-service courses which had an emphasis on this issue; all teachers should bring their talk to the level of students, although it does not mean that they should understand each and every word.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.

  • It may state two separate claims as one.

    Findingown data

    In terms of display and referential questions, both novice and experienced teachers used various questions in their teaching; however, the quality of display and referential questions in experienced teachers' talk was more acceptable.

    “The results indicated that in terms of display and referential questions, both novice and experienced teachers used various questions in the process of their teaching; however, quality of display and referential questions in experienced teachers' talk was more acceptable.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • It may state two separate claims as one. The quote only partly states this claim.

    Findingown data

    ET1 asked a question, said 'think about it', then waited longer to give the student a second chance to think about the answer.

    “Otherwise, ET1 asked a question and said”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • It may state two separate claims as one.

    Findingown data

    Most observed novice teachers had the problem of insufficient wait time, though this was not true for all.

    “While, this was not true in the case of all observed novice teachers, most of them had this problem.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • It may state two separate claims as one.

    Findingown data

    Novice teachers sometimes seemed impatient about students' errors and corrected them on the spot; experienced ones in most cases tried to write students' errors on a piece of paper and share them with all students at the end of conversation.

    “Although novice teachers sometimes seem to be impatient about students' errors and corrected them on the spot; experienced ones in most cases were trying to write students' errors on a piece of paper and share them with all students at the end of conversation.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • It may state two separate claims as one.

    Findingown data

    Teachers obeyed the rule prohibiting first language (Persian) in the classroom, though in some cases teachers spoke only one Persian word to ensure comprehension.

    “All-in-all, teachers obeyed this rule, yet in some cases teachers spoke only one Persian word to make sure comprehension occurred.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • It may state two separate claims as one.

    Findingown data

    The experienced teacher's display question example was far better in quality than the novice teacher's, representing more lexical items and repetition technique.

    “Yet the example provided by the experienced teacher appears to be far better in terms of quality, representing more lexical items and repetition technique.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingown data

    In the first example, NT4 asked a question and waited only 2 seconds, which was not enough for the process of thinking.

    “In the first example NT4 asked a question from students and waited for only 2 seconds, which was not enough for the process of thinking.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • It may state two separate claims as one.

    Findingown data

    Experienced teachers mostly sought clarification about subjects beyond the content of the book, engaging students with real communication.

    “Experienced teachers mostly sought for clarification about subjects beyond the content of the book.In this way, they could engage students with a real communication.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • It may state two separate claims as one.

    Findingown data

    Some novice teachers either ignored students' grammatical errors while speaking or corrected them on the spot.

    “Nevertheless, it was identified that some novice teachers either ignored the students' grammatical errors while speaking or corrected them on the spot.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • It may state two separate claims as one.

    Findingown data

    Experienced teachers continued referential question examples with group work and learner/learner interaction, whereas this feature did not exist in inexperienced teachers.

    “Whilst both teachers used referential questions, experienced teacher continued the example with group work and continued the task with learner/ learner interaction.Such feature did not exist in the case of in-experienced teachers.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • It may state two separate claims as one.

    Findingown data

    The experienced teacher elaborated more and gave examples to get the idea across well to the students.

    “One can see the experienced one elaborated more and gave examples to get the idea across well to the students.”
    Quote in the paperSubstantial claim

  • It may state two separate claims as one.

    Findingown data

    Both novice and experienced teachers demonstrated some level of focus on the message rather than form, though experienced teachers' emphasis on content was more obvious.

    “Both novice and experienced teachers participating in this study demonstrated some level of focus on the message rather than form, though it appeared that the experienced teachers' emphasis on content was more obvious.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • It may state two separate claims as one.

    Study design and conductown data

    Two authors acted as raters of the coded data, and a high interrater reliability index of .90 was established using Cohen's Kappa.

    “Two of the authors acted as the raters of the coded data, and the high index for interrater reliability for the two was established (.90) using Cohen's Kappa.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Questioning plays an important role in language acquisition.

    “Thus, questioning plays an important role in language acquisition (Ozcan, 2010).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Ozcan, 2010

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. It may state two separate claims as one.

    Premisecitation

    The SETT model focuses on teacher-fronted classrooms and highlights the relationship between teacher talk quality and learners' contribution in an EFL context.

    “The model used in the analysis of classroom discourse mainly focuses on teacher-fronted classrooms, highlighting the relationship between teacher talk quality and learners' contribution in an EFL context.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Walsh, 2006a

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Premisecitation

    Walsh's SETT framework is founded upon social constructivist theory and has roots in conversation analysis.

    “Walsh's (2006a) SETT framework is founded upon social constructivist theory has roots in conversation analysis with the SETT standing for Self-Evaluation of Teacher Talk.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Walsh, 2006a

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. It may be too vague to check against evidence. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.

    Interpretationreasoning

    Novice teachers' insufficient wait time may be due to their unawareness concerning the importance of this communicative feature in teacher talk.

    “One can, thus, argue that such issue may be due to their unawareness concerning the importance of this communicative feature in teacher talk.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • Probably not a substantial claim.

    Premisecitation

    The SETT framework is identified by four patterns of modes: managerial mode, material mode, classroom context mode, and skill and system mode.

    “The SETT framework (Walsh, 2006a, p.140) is identified by four patterns of modes; namely,”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Walsh, 2006a

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. It may state two separate claims as one.

    Study design and conductnone given

    The observer did not interrupt the flow of communication in each observed class; she silently audited classrooms while taking notes if needed.

    “The observer did not interrupt the flow of communication occurring in each observed class, instead she silently auditing classrooms while taking notes if need be.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim. It may be too vague to check against evidence.

    Interpretationreasoning

    Teaching these teacher talk features in pre-service teacher training helps teachers improve their performance.

    “Moreover, the findings of the research suggest that these TT features should be taught to novice teachers as well as experienced teachers in pre-service teacher training program which helps teachers to improve their performance”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: Teacher talk is something every learner can intrinsically benefit from from the moment he or she steps into class.
    • Rests on an assumption: The quality of teacher talk is influential on learners because many learners consider the teacher a trustable source of language knowledge and a frame of reference.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Study design and conductnone given

    Thematic analysis was used to identify recurring themes emerging from the data in order to ensure that the raters did not impose any ideology based on coded categories.

    “It is also notable that in seeking to ensure the raters have not imposed any ideology based on coded categories, thematic analysis was used to identify recurring themes emerging from the data.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Study design and conductnone given

    Teachers were not fully aware that one researcher intended to examine distinctive communicative features of experienced versus novice teachers; they were simply informed that the study aimed to investigate their talk.

    “Teachers were not fully aware that one of the researchers intended to examine distinctive communicative features of experienced versus novice teachers and were simply informed that the study aimed to investigate their talk.”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Premisecitation

    Extended wait-time can increase the number of students' responses and lead to more complex answers as well as learner/learner interaction.

    “Additionally, it can increase the number of students' responses and lead to more complex answers as well as learner/learner interaction (Walsh, 2002).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Walsh, 2002 source

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds. The quote only partly states this claim.

    Study design and conductnone given

    The study's corpus of twenty observed class sessions is a reasonable sample size, as in a wide array of similar studies.

    “This study rests upon a corpus obtained from observation of twenty class sessions run by novice and experienced teachers with the number of session being a”
    Quote in the paperNot a substantial claim

  • It may state two separate claims as one.

    Premisecitation

    Previous studies on teacher talk were mostly focused on experienced teachers, with just a few aimed at inexperienced EFL teachers.

    “However, previous studies on teacher talk were mostly focused on experienced teachers (Asik & Gonen, 2016) with just a few aimed at highlighting the crucial factor in in-experienced EFL teachers (e.g.Rahmani Doqaruni, 2017).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Asik & Gonen, 2016

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Rahmani Doqaruni, 2017

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    The SETT framework suggests that a relationship exists between teacher talk and pedagogic purposes.

    “Additionally, it suggests that a relationship exists between teacher talk and pedagogic purposes.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Walsh, 2006a

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Premisecitation

    The most important factor within an effective EFL course is students' participation; learners need to be stimulated through questioning.

    “According to Ozcan (2010) the most important factor within an effective EFL course is students' participation, learners need to be stimulated through questioning.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Ozcan, 2010

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Premisecitation

    Asking questions by teachers is a kind of providing input and an integral part of classroom interaction.

    “Asking questions by teachers is a kind of providing input (Hasan, 2006) and it is an integral part of classroom interaction (Ho, 2005).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Hasan, 2006

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Ho, 2005

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    Asking questions by teachers is one of the most common methods in facilitating students' involvement.

    “Therefore, asking questions by teachers is one of the most common methods in facilitating students' involvements (Ozcan, 2010).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Ozcan, 2010

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. It may state two separate claims as one.

    Premisecitation

    This study is a case study, and one advantage of a case study is its unobstructiveness: the presence of the observer does not influence what is being observed.

    “As mentioned earlier, this study is a case study and”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Ary et al., 2014

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. It may state two separate claims as one.

    Premisecitation

    Referential questions can create discourse which produces a flow of conversation from students to the teacher and may create more communicative speech.

    “Moreover, Long and Sato (1983) and Van Lier (1988) emphasized that referential questions can create discourse which produce a flow of conversation from students to the teacher and may create a more communicative speech.”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Long and Sato (1983)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Van Lier (1988)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim.

    Study design and conductown data

    This study investigated eight features of teacher talk in experienced and novice teachers based on data from cases focused in this study.

    “We are aware of this study's limitations due to investigating eight features of teacher in experienced and novice teachers based on the data obtained from cases focused in this study.”
    Quote in the paperSubstantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.

  • Probably not a substantial claim. It may be too vague to check against evidence.

    Premisecitation

    Using these frameworks help teachers to encourage learner involvement in the classroom.

    “Moreover, using these frameworks help teachers to encourage learner involvement in the classroom.As Asik and Gonen (2016) believe, the SETT framework helps teachers develop a more critical eye by evaluating their use of language.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Asik and Gonen (2016)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: The SETT/TTFS frameworks are appropriate for evaluating teacher talk in the Iranian EFL context.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Premisecitation

    The SETT framework helps teachers develop a more critical eye by evaluating their use of language.

    “As Asik and Gonen (2016) believe, the SETT framework helps teachers develop a more critical eye by evaluating their use of language.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Asik and Gonen (2016)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: The SETT/TTFS frameworks are appropriate for evaluating teacher talk in the Iranian EFL context.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Study design and conductnone given

    This study investigated teacher talk in ten cases recruited at Safir Institute.

    “Additionally, this study investigated teacher talk in ten cases recruited at Safir Institute, other institutes and schools can be the subject of study for further analysis.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it.

    Interpretationcitation

    The findings are in harmony with Rahmani Doqaruni's (2017) observation that experienced teachers used the least number of communication strategies.

    “Additionally, such findings are quite in harmony with the observation that Rahmani Doqaruni (2017, p.17) made regarding the experienced teachers in his study who”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Rahmani Doqaruni (2017, p.17)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • Probably not a substantial claim. It may state two separate claims as one.

    Premisecitation

    Referential questions encourage more learner involvement and the answers to such questions are not limited.

    “Furthermore, Ozcan (2010) indicated that referential questions encourage more learner involvement in the classroom and the answer to such questions are not limited.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Ozcan (2010)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim. The paper’s conclusions may not depend on it. The paper may give no reason why it holds.

    Interpretationnone given

    The focus of both groups of teachers was mostly on the content and message rather than form owing to the outcome of pre-service courses offered at Safir Institute.

    “Moreover, the focus of both groups of teachers was mostly on the content and message rather than form owing to the outcome of pre-service courses offered at Safir Institute.”
    Quote in the paperNot a substantial claim
    • Rests on an assumption: The classroom observations and recordings accurately represent the teachers' typical classroom talk.
    • Rests on an assumption: The coding of communicative features into patterns is reliable and valid.

  • It may state two separate claims as one.

    Premisecitation

    Students can provide longer answers to referential questions, increasing students' talk time.

    “Thus, students can provide longer answers, in other words, it can increase students' talk time.”
    Quote in the paperSubstantial claim
48 of 48

  • The paper relies on this without support.

    Few, if any, previous studies analyzed teacher talk through a linguistic lens with emphasis on both teachers' cognition and behavior.

    “Additionally, few (if any) of these studies analyzed the teacher talk through the linguistics lens with emphasis on both teachers' cognition and behavior.”

  • The paper relies on this without support.

    Teacher talk is something every learner can intrinsically benefit from from the moment he or she steps into class.

    “Teacher talk is what every learner can intrinsically benefit from the moment he/she steps in class.”

  • The paper relies on this without support.

    The quality of teacher talk is influential on learners because many learners consider the teacher a trustable source of language knowledge and a frame of reference.

    “The quality of such medium in an educational setting would arguably be influential in the case of the learners as many of whom consider the teacher as a trustable source of language knowledge and frame of reference in debates and issue brought up in class.”

  • The paper relies on this without support.

    The classroom observations and recordings accurately represent the teachers' typical classroom talk.

    “Observations and recordings indicate that both novice and experienced teachers negotiate meanings during their instruction as a communicative feature of TT emerging in an L2 classroom micro context (Walsh, 2006a).”

  • The paper relies on this without support.

    The coding of communicative features into patterns is reliable and valid.

    “Different types of communicative features were coded into one of the following patterns”

  • The paper relies on this without support.

    The SETT/TTFS frameworks are appropriate for evaluating teacher talk in the Iranian EFL context.

    “the findings show the SETT framework used as the foundation of many studies in teacher talk need to be tailed based on the context”
6 of 6

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Delayed correction is labeled direct repair

    Minor

    The excerpt is introduced as an example of direct repair, but the teacher remains silent when the error occurs and addresses it later by asking students to identify and correct it.

1 of 1

Citations

Cites

Flagged first, then by citations

2 of the 28 references couldn’t be matched to a known paper.

Research works printed but not linked: 2

  1. Doganay, A., & Ozturk, A. (2011). An Investigation of Experienced and Inexperienced Primary School Teachers' Teaching Process in Science and Technology Classes in Terms of Metacognitive Strategies. Educational Sciences: Theory and Practice, 11(3), 1320- 1325.
  2. Ellis, R. (1985). A variable competence model of second language acquisition. IRAL, 23(1), 47-59.

Cited by

Sorted by citations

Related

Metadata

Authors
Ghajarieh, A., Jalali, N., & Mozaheb, M. A.
ORCID
Venue
Register Journal
Publisher
Universitas Islam Negeri Salatiga
Published
2019-11-27
Volume
12
Issue
2
Pages
100-125
ISSN
  • 1979-8903 (ISSN-L)
  • 2503-040X
DOI
10.18326/rgt.v12i2.100-125
OpenAlex
W2990399390
Semantic Scholar
a70aa5fd0ec4b4ac12c5da201e0553fee5f3ebb0
Cited by
7
References
28
Citations by year
2026: 1 · 2025: 1 · 2023: 3 · 2022: 1 · 2020: 1
FWCI
2.37
Type
journal article
Language
en
Open access
Licence
Locations
  • Register Journal (publishedVersion, cc-by-sa)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
  • Social Sciences › Linguistics and Language › Second Language Learning and Teaching
Keywords
classroom discourse, teacher discourse, novice teachers, experienced teachers, communicative features, teacher professional development, Iranian EFL teachers, teacher-student relationship

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

A language model drew the claims from the paper on 2026-10-23, under version 3 of the claim definition (model deepseek-v4.1-flash, prompt extract-v3).

A second model labelled each claim on 2026-10-23 (model jev-1.13-20260917, definition revision gold-guideline-v0.2).

Cited sources are checked with a language model’s help (gpt-6-sol).

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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