2 nd ILTERG CONFERENCE, Ankara, Türkiye, 16 - 17 Ekim 2020, ss.25
The purpose of this study is three-fold; first, to explore a novice EFL instructor’s needs for further
professional development pertaining to classroom interactional features; second, to enhance her
classroom interactional competence (CIC) with specific reference to teacher echo through the use of
self-evaluation of teacher talk framework (SETT); and third, to showcase if enhanced CIC awareness
had any positive impact on the instructor’s actual classroom interactional practices.
To do this, case study design was chosen, and data were collected from a novice EFL instructor whose
teaching experience was limited to 3 years at a tertiary context. Data were collected through videorecordings,
video-stimulated recalls (VSRs), SETT grid, dialogic reflection sessions, audio recordings
and a semi-structured interview. They were analyzed through SETT grid, Conversation Analysis (CA)
as an instrument and thematic analysis.
The findings revealed that the instructor’s use of teacher echo radically decreased, and she showed
improvement in her interactional practices in terms of identification of it, doing critical self-evaluation
and making conscious interactive decisions after intervention process. The evidence for increased
awareness and practice came from VSRs on video recordings and their CA analyses, and dialogic
SETT reflections through which she described, reflected, and critically evaluated herself. In the light
of the findings, pedagogical implications for L2 teacher education and CIC were provided.
Key words: classroom interactional competence 1, novice EFL instructors 2 L2 teacher