Teaching English Turn-taking and Pausing Tactics: A Practical Trend for the Promotion of Students’ Performance in Foreign Classes

Abstract

The effective use of a language fosters successful connections among individuals worldwide, as it enables mutual understanding. This study pursues to measure the effect of teaching on the performance of Sudanese EFL students producing turn-taking and unfilled pauses as decisive temporal cues in everyday conversations. Specifically, the study seeks to provide evidence regarding the efficacy of training in enhancing the application of conversational strategies in the students' natural speech. The study employed a communicative language teaching approach, which prioritizes constant practice and proficient speaking skills as fundamental principles for learners. Data was collected through pre-and post-tests allowing for an evaluation of the students' performance in producing turns and pauses in their speech before and after the training. Moreover, native English speakers participated in the same tests related to turn-taking and pausing for comparative analysis. The results indicated that Sudanese English students benefited from training that improved their capacity to produce adjacent unfilled turn-taking in their speech. Notably, students showed more significant progress in initiating turn-taking than in responding with the second turn. Furthermore, the students generated longer pauses which likely due to their slower speaking pace in natural conversation. Increased engagement in authentic conversations is essential for enhancing the proficient use of appropriate turns and accurate pauses in their oral communication.