Abstract
This study focuses on Teacher Talking Time (TTT) and Student Talking Time (STT) practices among ESL instructors at an Intensive English Program in a southeastern public research university. Based on a qualitative case study approach, the study demonstrates that participating ESL instructors were oriented more towards TTT practices while teaching their regular lessons. The study found disproportionate use of TTT. The study has helped participant ESL instructors become more aware of the behaviors that are conducive to both increased TTT and increased STT practices in their classes. This, in turn, can lead to improved teaching practices, which will benefit ESL students from enhanced instruction.
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Bazo Quintana, Cesar R.
(2017)
"A Study of Teacher Talking Time and Student Talking Time Practices among ESL Instructors at an Intensive English Program,"
: Vol. 1:
No.
1, Article 2.
Available at:
https://jagworks.southalabama.edu/ectesol_review/vol1/iss1/2
Included in
Adult and Continuing Education Commons, Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons, Early Childhood Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Educational Technology Commons, Elementary Education Commons, Indigenous Education Commons, Instructional Media Design Commons, International and Comparative Education Commons, Language and Literacy Education Commons, Online and Distance Education Commons, Other Education Commons, Scholarship of Teaching and Learning Commons, Secondary Education Commons, Special Education and Teaching Commons, Teacher Education and Professional Development Commons, University Extension Commons