Assessing The Practice Of Turn-taking In Group Discussions In Elt Classrooms Grade 9 Students Of Miskaye Hizunan Medahine Alem Monastery Church School In Focus

iirnAbstractrnIn this study, an attempt was made to assess the practice of turn-taking in classroom grouprndiscussions with reference to grade 9 students in Miskaye Hizunan Medahine Alem Monasteryrnchurch school. The subjects of the study were grade 9 students and English language teachers atrnMiskaye Hizunan Medahine Alem Monastery church school. 50 students from one randomlyrnselected section among four sections and 15 English teachers have taken part in filling thernquestionnaire. Three randomly selected groups from a section were observed for a total of sixrnperiods and a one-day observation was audio-taped and transcribed. SPSS software andrnAllwright's (1980) model of turn-taking practice were employed to analyze the data that wererngathered through questionnaire and observation, respectively. The analysis of the data showsrnthat from the total of 125 turns, the majority of turns were taken by the teacher and the grouprnleaders which is 16(12.8%) and 56(44%), respectively. Based on the findings, it was concludedrnthat the nature of the group, the presence of a constant leader and reporter in the group, do notrngive appropriate time for each group work... affect the practice of turn-taking in classroomrngroup discussions. Therefore, English language teachers should consider these problems andrnexert their maximum effort to have relatively an equal turn distribution in the classroom grouprndiscussions.

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