Abstract

This study aims to explore the linguistic modifications techniques employed by ODL teachers. Linguistic modification is a crucial aspect of learning and teaching as it facilitates students’ comprehension by reducing the complexity of syntactic structures and utilizing familiar language patterns. The research data were collected through observations and informal chats with the teachers. A total of 10 observations were conducted during the Second Semester of the 2022/2023 academic year, with informal chats held at the end of each session to obtain additional insights into learning dynamics. The analysis reveals that the teachers’ discourse in ODL context exhibits various linguistic modifications at phonological, syntactic and sematic level. These include a high frequency of self-repetition, exaggerated pronunciation, a slower speech rate, the avoidance of contractions, the use of concise sentences and phrases, paraphrasing, and the avoidance of idioms and unfamiliar words. These phonological, semantic, and syntactic modifications contribute to enhanced input comprehensibility, reducing confusion and fostering increased engagement and participation. This study underscores the significance of linguistic modifications in teachers’ discourse. These modifications are essential for ensuring input comprehensibility and fostering students’ engagement in the learning process. By adapting their language to meet the learners’ needs, teachers can effectively facilitate understanding and create an inclusive learning environment in ODL context.

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