1. How can interactional competence be understood in terms of the knowledge it involves and the extent to which speakers can be competent?

2. From your own experiences, when engaging in conversations with friends, family, or others, how do you manage turn-taking?

Discussion Questions

1. Ngah and Stapa’s article discuss two key aspects of English as SLA: cognitive and sociocultural factors. How do these aspects relate to interactional competence? Additionally, to what extent social activities, such as conversation, play a role in helping EFL/ESL students develop their IL?

2. The article also discusses the notion of Turn Taking in group oral discussion. What do you think the contribution turn taking to Interactional Competence of EFL/ESL students?

3. In the data collection process, students engaged in discussions on randomly assigned topics while being video recorded, with an examiner present but not participating. What do you think this method influence the authenticity of their interaction due to the research paradox?

4. In the findings, the concept of 'self-selection' in turn allocation is mentioned (4.1); however, I could not find clear evidence of this occurring in the students' interactions during the discussion. Did you also notice this, or did you interpret the data differently? What are your thoughts on this aspect of the analysis?

5. The findings show that the more proficient English speaker initiate the interaction by doing self-selection while the lower proficient speaker does the indexical speaker to provide the floor to others. What do you think these patterns contribute to English teaching methodologies, particularly in developing students' interactional competence?

1. How do scales theory (Blommaert, 2010; 2021) and positioning theory (Davies & Harré, 1990) explain the fluctuating value of multilingual identities across global and local contexts?

2. How does positioning theory help explain the identity struggles of returnees in their home country?

3. How do Japanese high schools contribute to the marginalisation of multilingual returnees?

4. What factors influence whether a returnee's study abroad experience is valued or devalued in their home country?

5. What changes in educational policy could help bridge the gap between global study abroad imaginaries and local realities?

6. In your own country, how are returnees from study abroad programs perceived and integrated into the educational or professional system?

1. What is teacher identity?

2. Based on what you know, what are the factors shaping teacher identity?

2. Do you mind sharing me the favouring and disfavouring conditions of ELT in your country?

3. What is the type of this article?

4. What is the purpose of this study?

5. What method do the authors use to synthesize the existing literature, theoretical framework, and selected teacher narratives to construct an argument about identity development?

6. According to the article, what are the factors influencing the development of teacher identity?

7. Teacher identity is dynamic. What does it mean?

8. How do personal histories impact teachers' identity?

9. Can teacher identity conflict with institutional expectations?

10. What are possible risks if teacher identity is neglected in teacher education program?

11. What is the limitation of this study?

1. What is the purpose of this study?

2. In your point of view, what are the factors that differentiate religious identity from one to another?

3. Do you agree or disagree to incorporate religious values in ELT?

4. What are the theoretical frameworks that the authors use in this study?

5. What was the research methodology used in this study?

6. Did those three teachers express their religious identity the same way in their teaching practices? How does it different from one and another?

7. What commonalities do those three teachers share?

8. How does national culture affect teacher identity in this study?

9. How does western influence in the university setting complicate religious identity performance?

10. According to the article, what kind of professional development needed by English Language teachers?