The Effect of Extending Wait-Time on EFL Students’ Use of Repair Strategies
Abstract
This experimental study aims at examining the effects of extending WT (the pause after a teacher’s question) on the students’ performance, including the effect on their answers as well as their tendency to self-repair without teacher initiation.
The study is divided into two phases: WT1 (no manipulation of WT) and WT2 (WT is manipulated). Each phase consists of five English for non-specialists teaching sessions at the Higher Institute of Languages at Tishreen University, with a sample of 33 students.
Results show an increase in the number of right answers in WT2 and a decrease in the cases of failure to respond. Students also tend to repair, and especially to self-repair, more in WT2 using a wide range of repair strategies.
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