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Características interactivas del habla de docentes en formación y la participación de estudiantes en preparatoria durante las clases en línea
Interactive Features of Preservice English Teachers’ Online Talk and High-School Students’ Participation During Online Classes
DOI:
https://doi.org/10.15446/profile.v27n2.113789Keywords:
educación en línea, habla docente, participación estudiantil, docentes en formación (es)online education, preservice teachers, student participation, teacher talk (en)
Durante más de tres décadas, las teorías de adquisición de idiomas han destacado la importancia de la interacción y la participación estudiantil para el aprendizaje. En este estudio cualitativo descriptivo se analizó el habla de docentes de inglés en formación en clases en línea y su impacto en la participación estudiantil de bachillerato. Los datos se recopilaron mediante grabaciones de lecciones e interacciones, analizados según las Características interactivas del habla docente de Walsh. Se observó que el uso de preguntas referenciales, andamiaje, corrección directa y tiempos de respuesta extendidos favorecieron la participación, mientras que los turnos extendidos y las interrupciones docentes la dificultaron. Se recomienda que los programas de formación docente promuevan la autoexpresión estudiantil. Futuras investigaciones pueden incluir muestras más amplias.
For over three decades, second language acquisition theories have emphasized the importance of interaction and student output in language learning. This descriptive qualitative study analyzed preservice English teachers’ talk during online classes and its impact on high school students’ participation. Data collection involved recording lessons and classroom interactions, which were analyzed using Walsh’s Interactive Features of English Teachers’ Talk. Results indicate that constructive teacher talk, including referential questions, scaffolding, direct repair, and extended wait times, enhanced participation. Conversely, extended teacher talk and interruptions hindered participation. The findings highlight the need for preservice programs to improve teacher talk. Providing students with opportunities for self-expression and fostering an environment where meaning is negotiated is advisable. Further research with larger samples is recommended.
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Copyright (c) 2025 Irlanda Olave, Ana Cecilia Villarreal-Ballesteros, Lizette Drusila Flores-Delgado
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