Marghany, M. (2021). A conversation analysis of Egyptian EFL learners’ performance in using turn-taking strategies: A TEFL perspective. CDELT Occasional Papers in the Development of English Education, 76(1), 53-71. doi: 10.21608/opde.2021.226276
Marghany Mahmoud Marghany. "A conversation analysis of Egyptian EFL learners’ performance in using turn-taking strategies: A TEFL perspective". CDELT Occasional Papers in the Development of English Education, 76, 1, 2021, 53-71. doi: 10.21608/opde.2021.226276
Marghany, M. (2021). 'A conversation analysis of Egyptian EFL learners’ performance in using turn-taking strategies: A TEFL perspective', CDELT Occasional Papers in the Development of English Education, 76(1), pp. 53-71. doi: 10.21608/opde.2021.226276
Marghany, M. A conversation analysis of Egyptian EFL learners’ performance in using turn-taking strategies: A TEFL perspective. CDELT Occasional Papers in the Development of English Education, 2021; 76(1): 53-71. doi: 10.21608/opde.2021.226276
A conversation analysis of Egyptian EFL learners’ performance in using turn-taking strategies: A TEFL perspective
There is no doubt that turn-taking strategies are indispensible factors for developing the interactional competence of FL learners. The present study investigated the ability of some Egyptian EFL learners to differentiate between various types of turn-taking strategies in FL conversation. Eighty English-majoring Egyptian students took part in the current study. They were divided into two groups: a control group and an experimental group with forty participants each. A pretest was administered to both groups on the identification of the types of FL turn-taking strategies. The experimental group participants were taught training activities to practice the types of FL turn-taking strategies during the second term of the academic year 2018-2019. Both control and experimental groups were post-tested. Data were analyzed quantitatively and qualitatively. Quantitatively, the Paired Samples T-Test and the Independent Samples T-Test were conducted. Qualitatively, the participants’ errors in identifying types of FL turn-taking strategies were discussed. Findings indicated improvement of the experimental groups’ performance in identifying the FL turn-taking strategies. The present study introduced implications for the teaching of FL conversation in the Egyptian context.
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