Repair Strategies in Online Collaborative EFL Classes

The purpose of this study was to investigate how and to what extent repair strategies are used in online English classes. To this end, through convenience sampling, three Iranian EFL teachers who had been teaching at intermediate and advanced levels were selected from IranMehr institute in Tehran. ۷۰ hours of English instruction and classroom interactions of three reflective teachers, who were selected through purposive sampling, were recorded, transcribed, and coded by the researcher based on Fox and Jasperson’s (۱۹۹۵) self-repair strategies, who presented ۷ types of self-repair strategies, to explore the most frequent self-repair strategies employed by reflective teachers. The results calculated through frequency count and descriptive statistics indicated that the most frequent self-repair strategies of high, mid, and low reflective teachers employed was strategy “A” or ‘repetition of a lexical item’. The findings of the study offer some implications and recommendations for further research which are presented at the end of the study

کلیدواژه ها:

Online Classes” ، “Reflective Instructors” ، “Repair Strategies