Training to Improve the Quality of Teacher Talk by Elementary School English Teachers: Through the Development of Training Digital Content

Abstract

　　 The purpose of this study is to examine research on how to improve the quality of teacher talk of elementary school teachers. To enable many teachers to share and reproduce training content, we developed training digital content such as class videos, rubrics, and manuals based on the MERRIER Approach. We conducted three training sessions, administered a questionnaire survey, performed discourse analyses, and analyzed the participants’ reflections.

　　 As a result, it was found that the participants’ self-efficacy regarding teacher talk increased. In particular, there was a tendency for the self-efficacy of teachers with fewer years of teaching experience to increase. In the discourse analysis, among the seven items in the MERRIER Approach, “Example”, “Redundancy”, and “Expansion” appeared less frequently. From the analysis of the participants’ reflections, it was observed that the teachers approached teacher talk more analytically and made efforts to improve it. From the data collected, it was clarified that the content developed by the authors for the training had a significant positive effect on participants’ self-reflection and self-correction in the process of mastering teacher talk.