Groping Feedback Types on Interactional Patterns via Storytelling among EFL Iranian Young learners

In this study, storytelling was surveyed with regard to the impact that it might haveon student-teacher interactional patterns. For this aim, the researchers utilized anintact class with ten young students in a language institute in a north eastern part ofthe country. Four sessions of the class were transcribed after a full observationalprotocol. Two groups of Interactional patterns on student-led and teacher-ledfeedback types were codified via MAXQDA software after conducting thoroughcontent analyses over student-teacher and student-student interactions. Findingsrevealed that among teacher-led interaction feedbacks involving clarificationrequest, comprehension check, confirmation check, seeking students’ feedback onthe story, self-repetition and recast, comprehension check was the most frequentfeedback type detected. Additional feedbacks that were found within theconversational pattern were students-led which consisted of peer correction, firstlanguage uses, response to teacher's question, students' enthusiasm for the story,JOURNAL OF TEACHING ENGLISH LANGUAGE STUDIES, Vol. 6, NO. 4, Spring 2018112seeking the info. on the lesson practicum, students' sympathy with the storycharacters, socialization with the teacher, seeking the grammatical aspects,clarification seeking of the story plot, seeking the meaning of unfamiliar words,clarification requests, students’ socialization with the teacher, initiation forstorytelling, students’ concerns, students’ complaints, students’ appraise of the story,students’ predictions and socialization with the teachers’ method. Among thestudent-led feedback types, students’ appraise of the stories and seeking the meaningof unfamiliar words denoted that through focus on meaning, they might have mostprobably been much engaged in the meaning of the stories.