Turn-Taking and Classroom Participation: Implications for Language Learning in Nigeria
Authors-Adeleye C. B, Akinwamide T. K.
Keyword-Classroom participation, Classroom interaction, Language learning, Nigeria, turn taking.
Department of art and Language Education, Ekiti State University, Ado-Ekiti Abstract. This article examines turn-taking and classroom participation and discusses their implications for language learning in Nigeria. It focuses on turn-taking patterns, strategies used by teachers and learners to manage speaking turns, the relationship between turn-taking and classroom participation, and the implications of turn-taking for language learning. The article adopts a qualitative review approach and draws on existing studies of classroom interaction, turn-taking and language learning. The review shows that teacher-to-student, student-to-teacher, teacherto-class and student-to-student patterns shape the distribution of speaking opportunities in the classroom. It also identifies strategies such as asking questions, expressing opinions, using fillers, managing interruptions and sustaining turns as important resources for effective interaction. The article further establishes that equitable and well-managed turn-taking promotes active classroom participation by providing learners with greater opportunities to speak, negotiate meaning and practise the target language. In the Nigerian context, effective turn-taking supports communicative competence, learner confidence and more inclusive language-learning environments. The article concludes that teachers need to deliberately manage speaking turns and employ interactional strategies that increase learner participation and create meaningful opportunities for language use.
Doi-[https://doi.org/10.5281/zenodo.21992600]