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Observation and interviews jointly analyze the frequencies of eliciting, extending, facilitating, clarifying, supporting, and omitting moves. Results show facilitating and clarifying as the most frequent, with prior teachers and university education as the strongest influencing factors.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/examining-efl-pre-service-teachers-use-of-classroom-discourse-moves-and-factors-affecting-their-choices/576359/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/examining-efl-pre-service-teachers-use-of-classroom-discourse-moves-and-factors-affecting-their-choices/576359.png","ImageObject",300,407,{"name":42,"@type":43},"Jiven","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What discourse moves were observed in the study?","Question",{"text":63,"@type":64},"The study observed eliciting, extending, facilitating, clarifying, supporting, and omitting classroom discourse moves.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which discourse moves were used most frequently by the pre-service teachers?",{"text":68,"@type":64},"Facilitating and clarifying discourse moves were found to be used most frequently.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors most influenced the teachers’ classroom discourse move choices?",{"text":72,"@type":64},"Prior teachers and university education were identified as the factors that most affected their classroom behaviors and move 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Classroom Discourse Moves  \nand Factors Affecting Their Choices  \nZeynep Gülşah KANİ 1, Gökçe Nur TÜRKMEN2  \nCorresponding author Zeynep ([zgulsahkani@gmail.com](zgulsahkani@gmail.com))  \nÇanakkale Onsekiz Mart University, Türkiye  \nDOI: 10.35974/acuity.v9i2.3121  \nAbstract  \nMany factors affect a teacher’s classroom behavior. What these effects depend on, where they come from, and how they affect the teacher are closely related to the teacher's personal characteristics . This mixed-method descriptive case study aimed to examine the classroom behaviors of twelve Turkish EFL pre-service teachers at a Western state university and to understand their thoughts about what the classroom discourse moves that they use depend on. With this aim, the classroom behaviors of EFL preservice teachers were examined through observation and interviews, complementary to each other. The frequencies of selected classroom discourse moves, which are “eliciting, extending, facilitating, clarifying, supporting, and omitting” were observed, and the most frequently used moves were revealed. The pre-service teachers’ opinions evident in their extracts from interviews pointed out the effect of personal and social factors on their behaviors in the classroom and their views on the classroom discourse moves. As a result of the research study, it was found that the pre-service teachers frequently used the facilitating and clarifying discourse moves, and the factor that most affected them was their prior teachers and university education.  \nKeywords: Classroom Discourse Moves, Classroom Behaviors, Discourse Factors, Pre-service EFL Teachers  \nINTRODUCTION  \nClassroom activities of teachers can be affected by many factors. Teachers’ roles, behaviors, relationships with students, perspectives on their profession, and other factors affect how they teach and behave in the classroom. The teachers own preferred ways of thinking, acting, and seeing the world (Groundwater & Cornu, 2002) . They also differ in their teaching experience (Anderson, 1991). Teachers' teaching methods are also influenced by their personalities, which contribute to developing their teaching styles (Cheruiyot, 2018; Nasibi & Kioo, 2005) . As teachers program activities, and build relationships with children, they consciously and unconsciously integrate all they know and feel in the classroom, thus developing a personal teaching style (Cheruiyot, 2018) .  \nWhile previous studies have explored the factors influencing teachers' behaviors, such as the availability of teaching/learning materials, children's age, content mastery, experience, motivation, and school locality (Altunova & Kalman, 2020; Cheruiyot, 2018), limited research has specifically conducted regarding the effects of these factors on classroom discourse moves. Classroom discourse is an increasingly relevant area of research in foreign language teaching  \nand learning, aiming to understand the interactional dynamics within language classrooms (Gardner, 2013; Huth, 2011) .  \nIn the field of education, classroom discourse moves have gained attention as teachers'strategies for eliciting students' ideas, developing their questioning and answering skills, and transforming their thinking (Chen, 2011; Harris et al., 2012; Sefhedi, 2019) . These moves provide opportunities for students to participate actively in classroom discussions and take ownership of their learning. By employing discourse moves, teachers aim to facilitate students'application of acquired knowledge in diverse and potentially challenging learning contexts. Understanding the correlation between classroom behaviors, influenced by various factors, and the use of discourse moves can provide valuable insights into effective teaching practices.  \nDiscourse, both small \"d\" and big \"D\" Discourses, plays a significant role in understanding how individuals communicate and construct identities within social contexts. Small \"d\" discourse ref","cbCaiuK4ysvuUfaj","https://ap.wps.com/l/cbCaiuK4ysvuUfaj","pdf",288966,17,"English","# Abstract\n# Introduction\n## Factors Affecting Teachers’ Classroom Behavior\n## Classroom Discourse Moves in Education\n## Discourses and Identity in Classroom Interaction\n## Prior Research in Turkish Context\n## Factors Impacting Teachers’ Behaviors","[{\"question\":\"What discourse moves were observed in the study?\",\"answer\":\"The study observed eliciting, extending, facilitating, clarifying, supporting, and omitting classroom discourse moves.\"},{\"question\":\"Which discourse moves were used most frequently by the pre-service teachers?\",\"answer\":\"Facilitating and clarifying discourse moves were found to be used most frequently.\"},{\"question\":\"What factors most influenced the teachers’ classroom discourse move choices?\",\"answer\":\"Prior teachers and university education were identified as the factors that most affected their classroom behaviors and move choices.\"}]","Examining EFL Pre-service Teachers’ Use of Classroom Discourse Moves and Factors Affecting Their Choices | PDF",1792029618,43]