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Conversational repair, gender, and interactional competence in an Indonesian EFL classroom: Insights and implications

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Qualitative analysis reveals gender differences in repair strategies in EFL learners, suggesting implications for interactional competence.

Female students tend to use weaker repair initiators, indicating a focus on politeness and collaboration.
Male students prefer stronger techniques, often utilizing direct correction for prompt resolution of issues.
The study involved a case study approach with ten adult EFL students, highlighting gendered preferences in communication.
Findings suggest the need for explicit instruction on repair strategies to enhance classroom interaction and competence.

A A Utami (2025) studied this question.

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Qualitative analysis reveals gender differences in repair strategies in EFL learners, suggesting implications for interactional competence.