Zalva Fajhira Shabrina Putri, Utami Widiati, Evynurul Laily Zen

Beyond the ‘Uh-Oh’ Moment: Refusal Strategies in a Young EFL Learner’s Extensive Reading Responses

Introduction

Beyond the ‘uh-oh’ moment: refusal strategies in a young efl learner’s extensive reading responses. Explore young EFL learners' refusal strategies in extensive reading. Discover how developmental traits impact direct vs. indirect refusals & teacher scaffolding improves classroom interaction.

Abstract

Understanding refusal strategies utilized by young learners in learning English as a foreign language (EFL) is essential for teachers to foster more effective interaction in the classroom. The present study explores how a young EFL learner applies refusal strategies when interacting during extensive reading (ER) activities. Data were collected through real-time observations, the learner’s diaries, and a parent interview, and further analyzed using thematic analysis. The findings revealed how the young EFL learner applied more direct refusals, influenced by the learner’s developmental traits. Indirect refusals, which appeared mostly as avoidance, emerged frequently only during the initial ER sessions. Refusals, regardless, did not appear as frequent towards the end of ER sessions as the learner became comfortable and confident with the teacher’s scaffolding. Considering the findings, the current study suggests future studies to investigate how refusal strategies are applied by young EFL learners in a larger group, which may be influenced by different developmental traits, learning situations, and language proficiencies, to further generalize the findings.

Review

This study offers a valuable exploration into the refusal strategies employed by a young English as a Foreign Language (EFL) learner within the context of extensive reading (ER) activities. The research is pedagogically relevant, aiming to equip teachers with a better understanding of learner interaction for more effective classroom management. Utilizing a qualitative case study design, the authors meticulously collected data through real-time observations, learner diaries, and a parent interview, which were subsequently analyzed using thematic analysis. The findings indicate a prevalence of direct refusals in the young learner, attributed to developmental traits, with indirect refusals (primarily avoidance) being more frequent during initial sessions. Significantly, the study notes a decrease in refusal frequency as the learner gained comfort and confidence through teacher scaffolding, highlighting the positive impact of support mechanisms. A key strength of this paper lies in its focused, in-depth qualitative analysis of a specific aspect of young learner communication that often goes underexplored. The multi-modal data collection approach, incorporating the learner's perspective through diaries and a parent's insight, provides a rich and triangulated understanding of the refusal behaviors, adding considerable depth to the case study. The direct link drawn between developmental traits and refusal types, alongside the demonstrated effectiveness of scaffolding in mitigating such behaviors, offers practical and actionable insights for EFL educators. This practical contribution is crucial for designing more responsive and supportive learning environments for young learners. While the single-case study methodology provides profound insights into an individual learner, the authors rightly acknowledge its inherent limitation in terms of generalizability. Their recommendation for future studies to investigate refusal strategies in larger, more diverse groups, considering varied developmental traits, learning situations, and language proficiencies, is a crucial next step to broaden the applicability of these findings. Expanding on this, future research could also delve into the specific characteristics of effective scaffolding techniques in different contexts or explore how cultural backgrounds might influence refusal strategies in young EFL learners. Overall, this study makes a significant initial contribution to understanding young EFL learner interaction and provides a solid foundation for further research in this vital area.

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