Developing classroom modes through the self-evaluation of teacher talk (SETT) in the foreign language classroom

This thesis aims to develop classroom modes by analysing teachers' classroom talk through self-evaluation. The study was conducted with English language teachers working at private middle and high schools in Türkiye. Employing a qualitative research design, the data collection process included audio recordings of lessons and an analysis of teacher self-evaluation forms. These tools enabled a rich and detailed examination of real-time classroom interactions, alongside reflective insights from participants. The Self-Evaluation of Teacher Talk (SETT) framework was employed to examine teacher talk across four core modes. Each mode provided a unique lens through which to observe the alignment between language use and pedagogical goals. Furthermore, based on reflective accounts from English language teachers, new classroom modes and interactional features were proposed to support more effective communication. These additions were grounded in the contextual needs of Turkish classrooms and aimed at addressing specific pedagogical gaps. The findings indicate that as the teachers became more aware of interactional dynamics, they began to make more deliberate and context-sensitive decisions that enhanced student participation. Moreover, the adaptation of the SETT framework through culturally responsive and reflective modes was found to promote learner autonomy, cultural expression, and critical thinking. The study provides an in-depth examination of classroom interaction and offers practical suggestions tailored to the Turkish educational context, contributing to teacher development and more effective classroom discourse. These insights are expected to support educators in fostering more dynamic, student-centred learning environments. Keywords: Teacher talk, classroom interaction, SETT, reflective teaching, interactional competence