interactional competence

Developing rating scales for assessing interactional performance is demanding since it is a relatively complicated procedure. The present study investigated the psychometric characteristics of the CAP rating scale (Wang, 2015) for assessing interactional competence at micro-level. To this end, 160 Iranian intermediate EFL learners were selected based on their performance on TOEFL iBT test from a language institute in Tabriz. Four interaction tasks were used to elicit students’ performance on interactional competence using the CAP rating scale. Five raters were recruited in the study to assign score to each individual’s performance. The participants were pretested and post-tested at the beginning and the end of the term through the same scale. The Pearson correlations were computed in order to estimate the test-retest reliability indices of the scale. In addition, five separate exploratory factor analysis (EFA) through the varimax rotation method were conducted in order to investigate the underlying constructs of the communication functions individually and as a total. The results revealed that the CAP rating scale enjoys a reasonable reliability indices and the four functions i.e. building argument, developing discussion, offering support, and shaping connection can be appropriate predictors of interactional competence. Some pedagogical and assessment implications are presented as well.  

Framed within Grounded Theory, this study explores the informal labeling of EFL students in Iranian majority and minority groups’ online classes from the perspectives of teachers. It aims to understand the impacts of both positive and negative labels on students’ interactional abilities and relationships within these contexts. Through semi-structured interviews conducted with 23 EFL teachers from both Tehran and Sanandaj, representing diverse ethnic backgrounds, findings reveal contrasting approaches between teachers in the two regions. Tehran teachers are observed to cultivate a nurturing environment through the application of positive labeling, which subsequently enhances students’ interactional competence. Conversely, teachers from Sanandaj tend to employ more direct and critical forms of negative labeling. The study underscores the importance of teachers’ awareness of labeling theory in shaping students’ reality. Pedagogical implications highlight the necessity for teachers to refrain from negative labeling, instead offering support and encouragement, thereby fostering students’ positive mindset, resilience, and confidence. By enhancing teachers’ understanding of labeling theory, significant improvements can be achieved in students’ learning experiences, creating a more conducive environment for language acquisition and growth. This research contributes to a deeper understanding of the role of labeling and emphasizes the vital perspective of teachers in shaping classroom dynamics and student experiences.