Journal articles: 'Classroom interaction'

1

Gündüz, Müge. "Analysing language classrooms through classroom interaction." International Journal of Human Sciences 11, no. 2 (November 24, 2014): 1149. http://dx.doi.org/10.14687/ijhs.v11i2.3044.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Acosta Ortega, Laura. "La reparación en la interacción oral de estudiantes de ELE: comparación entre interacciones de práctica en el aula e interacciones en contextos de evaluación." Pragmática Sociocultural / Sociocultural Pragmatics 5, no. 2 (November 27, 2017): 219–50. http://dx.doi.org/10.1515/soprag-2017-0018.

Full text

Abstract:

AbstractBased on the concept of interactional competence (Hellermann, 2008; Seedhouse, 2004; Walsh, 2011; Young, 2008), our study analyzes how learners of Spanish as a foreign language in a B2 level manage repair in oral interaction in language classrooms. We understand repair as “the treatment of trouble in talk-in-interaction” (Young, 2008, p. 49). A corpus of eleven interactions between students in the classroom is analyzed through the perspective of Conversation Analysis. The interactions were collected in different kinds of tasks in the language classroom. In our analysis we compare interactions produced in practice activities and interactions collected during assessment. The findings in this study show a tendency to manage repair in classroom oral interaction as it would be done in normal conversation. Regarding the different contexts of our corpus, we observe that, in interactions produced in assessment contexts, speakers try to protect their interlocutor’s face and their own face by avoiding to make repairs.

APA, Harvard, Vancouver, ISO, and other styles

3

Wilson, Ken. "Classroom Interaction." Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l'APLIUT 7, no. 2 (1987): 36–39. http://dx.doi.org/10.3406/apliu.1987.1928.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Aghbar, Ali A., and Ann Malamah-Thomas. "Classroom Interaction." TESOL Quarterly 23, no. 1 (March 1989): 141. http://dx.doi.org/10.2307/3587519.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (July 5, 2019): 184–98. http://dx.doi.org/10.31943/wej.v2i2.35.

Full text

Abstract:

The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.

APA, Harvard, Vancouver, ISO, and other styles

6

Yulianawati, Ida. "THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS." Wiralodra English Journal 2, no. 2 (September 1, 2018): 184–98. http://dx.doi.org/10.31943/wej.v2i2.361.

Full text

Abstract:

The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.

APA, Harvard, Vancouver, ISO, and other styles

7

Arisandi, Bobi. "Classroom Interaction Patterns in EFL Task- Based Classroom." Journal of ELT Research 3, no. 2 (July 23, 2018): 186. http://dx.doi.org/10.22236/jer_vol3issue2pp186-192.

Full text

Abstract:

The research was conducted to find out the interaction pattern that emerged when lecturer used Task-Based Instruction in EFL (English as a Foreign Language) classroom at the third semester of English Study Program of Sekolah Tinggi Keguruan and Ilmu Pendidikan Muhammadiyah Kotabumi-Lampung. Researcher used third semester of speaking class students as the participants. The data was taken by using three instruments which were classroom observation, questionnaire and interview. The research was qualitative research. The result of this study revealed a conclusion. There were two kinds of interaction in the classroom during the use of Task-Based Instruction. The interactions that emerged were student-lecturer interaction and student-student interaction. The finding of this research can be beneficial as suggestions in two following area; theoretical and practical. In the theoretical area, this research can be useful for enriching the existing theory of classroom interaction, especially for teaching English as Foreign Language in Indonesia. On practical area, this research can be useful for lecturer to broaden the understanding toward classroom interaction and researcher for further research on classroom interaction.

APA, Harvard, Vancouver, ISO, and other styles

8

Sundari, Hanna, Zainal Rafli, and Sakura Ridwan. "INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS." English Review: Journal of English Education 6, no. 1 (December 23, 2017): 99. http://dx.doi.org/10.25134/erjee.v6i1.775.

Full text

Abstract:

Interaction plays an important role in language learning process in classroom setting. This present study aims at investigating the patterns used in classroom interaction by English lower secondary teachers. Using qualitative approach, this study was carried out in eight lower secondary schools (SMP) in Jakarta. Moreover, twenty English language experienced teachers with three to thirty-six years of teaching experiences were recruited as participants. Interviews, classroom observations/recording and focus-group discussion were instruments to collect data. For analyzing the data, qualitative data analysis was selected in developing categories and sub-categories of the data. The findings showed that the teachers apply at least three identified interactional patterns in EFL classroom in which modify the IRF structure. Teachers initiate interaction to the entire class (T-whole class interaction) by giving questions and instruction. Then, they also point out one specific student to answer the question or do the required task (Teacher fronted student interaction). In addition, teachers set the classroom activity to make the students interact each other (student-student interaction). Moreover, the student responses and other interactional features identified in language classroom are also discussed.Keywords: interaction patterns, EFL classrooms, secondary school

APA, Harvard, Vancouver, ISO, and other styles

9

Yu, Huiju, Gaojun Shi, Jiaping Li, and Junfeng Yang. "Analyzing the Differences of Interaction and Engagement in a Smart Classroom and a Traditional Classroom." Sustainability 14, no. 13 (July 5, 2022): 8184. http://dx.doi.org/10.3390/su14138184.

Full text

Abstract:

Interaction in the classroom plays the key role for cultivating students’ 21st century skills. Insufficient breadth of interaction, uneven interaction opportunities, and chaotic interaction existed in many classrooms. With the integration of technology into education, many smart classrooms were built, with one of the aims being to promote interaction. However, the differences of interaction behaviors and engagement in a smart class versus a traditional class could rarely be found in literature, especially with the same teacher lecturing in both classes. In this study, a quasi-experiment was conducted by one experienced English teacher lecturing in a smart classroom with students and a traditional classroom with students for one semester. Research data were obtained by coding the 8 class videos with the proposed “Classroom Interaction Analysis Framework” and the adapted engagement questionnaire, and the data were analyzed using SPSS 24. Results showed that there were no significant differences in either interpersonal interaction or human–technology interaction; however students experienced significantly more engagement in the smart classroom. The reasons were analyzed and interaction patterns in smart classroom were discussed. Finally, a smart classroom interaction model was proposed to promote classroom interaction by considering the interplay of pedagogy, space, and technology.

APA, Harvard, Vancouver, ISO, and other styles

10

Busher, Hugh. "Recording classroom interaction." Research in Education 42, no. 1 (November 1989): 37–43. http://dx.doi.org/10.1177/003452378904200104.

Full text

APA, Harvard, Vancouver, ISO, and other styles

11

Fassinger, Polly A. "Understanding Classroom Interaction." Journal of Higher Education 66, no. 1 (January 1995): 82–96. http://dx.doi.org/10.1080/00221546.1995.11774758.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Okpala, Promise, and Charles Onacha. "Classroom interaction patterns:." Physics Education 23, no. 5 (September 1, 1988): 288–90. http://dx.doi.org/10.1088/0031-9120/23/5/308.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

Sri Rahayuni, Ni Ketut. "TEACHING STRATEGIES FOR MULTICULTURAL STUDENTS AT BIPAS, UDAYANA UNIVERSITY." Lingual: Journal of Language and Culture 4, no. 2 (November 21, 2017): 51. http://dx.doi.org/10.24843/ljlc.2017.v04.i02.p08.

Full text

Abstract:

The relationship between teacher and student involves not just instruction, but interaction. When interaction fails because of teacher misperceptions of student behavior, instructional failure will often follow. This is in line with teaching BIPAS students who come from different countries. Teachers should use certain teaching strategies in order to meet the students’ need and make the learning process successful. The aims of this research are to find out the teaching strategies and the situation of students-teacher interactions and students-students interactions in multicultural classrooms of BIPAS Program, Udayana University in Bahasa Indonesia classes. Malone (2012) stated that communicative approaches and instructional techniques are required to teach second language. The data was collected through a classroom observation and the documentation method through video recording during the classroom interaction was done to get the supporting data. It was found that communicative approach through emphasis on learning to communicative through classroom interaction, and cooperative learning such as small group discussion and pair work/discussion become the effective teaching strategies used for multicultural students at BIPAS, Udayana University. Both teacher -student interaction and student-student interaction are applied for multicultural students in the classroom. Keywords: multicultural students, teaching strategies, interaction, communicative approach

APA, Harvard, Vancouver, ISO, and other styles

14

Idris, Andi Muhammad Syafri, Adliah Adliah, and Syatria Alfina. "MULTILINGUAL INTERACTION IN CLASSROOM CONTEXT." ETERNAL (English, Teaching, Learning, and Research Journal) 6, no. 2 (December 31, 2020): 381. http://dx.doi.org/10.24252/eternal.v62.2020.a13.

Full text

Abstract:

This research aimed at exploring teacher and student ways of interacting in multilingual EFL classrooms. This research was a qualitative study using case study design. This research participants consisted of 1 EFL and 4 SMKN 5 Jeneponto students at Sulawesi Selatan. The data was obtained by observation and interview. The data was analyzed on the basis of data analysis procedure consisting of data collection, data display, data condensation, and conclusion: drawing / verification. The finding showed that there were three ways through multilingual interaction in the teaching and learning process, beginning the class, during learning process and closing the class. The findings led to the conclusion that the multilingual interaction within the classroom had already made the teacher-students and student-students more interactive. Furthermore, the students were even good in communicating and influencing their attitude so they participated actively in classroom activities and felt comfort interacting with the class using multilingual interaction. The researcher also suggests that future researchers should conduct the relevant research by adding some new aspects to it. The aspects can be extended in terms of the method used, the number of research variables, research participants, etc.

APA, Harvard, Vancouver, ISO, and other styles

15

Hall, Joan Kelly, and Meghan Walsh. "10. TEACHER-STUDENT INTERACTION AND LANGUAGE LEARNING." Annual Review of Applied Linguistics 22 (March 2002): 186–203. http://dx.doi.org/10.1017/s0267190502000107.

Full text

Abstract:

This chapter reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, the studies are drawn from three types of classrooms: first language classrooms; second language classrooms, which include contexts in which the language being learned in the classroom is also the language of the community; and foreign language classrooms. Foreign language learning contexts are those in which exposure to and opportunities for target language interaction are restricted for the most part to the language classroom. Across these three areas, attention is given to studies that investigate the specific means used in teacher-student interaction to promote language learning.

APA, Harvard, Vancouver, ISO, and other styles

16

Relly, Sisma. "TYPES OF QUESTIONS USED BY ENGLISH TEACHERS AT SMP MUHAMMADIYAH 5 PADANG." RiELT Journal 7, no. 2 (March 25, 2022): 149–56. http://dx.doi.org/10.15548/rielt.v7i2.4033.

Full text

Abstract:

Class interaction is part of the communication between teachers and students that occurs in the class. To interaction with student in the classroom, should have conversation are the teacher and student. Interaction occurs when teachers and students have the same opportunity to talk in class. However, most classroom interactions are dominated by teacher talk. Therefore, as a teacher, choosing the type of conversation is important. As a type of teacher talk, the use of teacher questions is considered an appropriate way to encourage student responses while creating balanced interactions in the classroom. This is what influenced the researchers to conduct research at SMP Muhammadiyah 5 Padang, namely grade 8. The teacher in the class had difficulty interacting with students in the classroom. Therefore, he always tries to ask students questions to encourage student responses to create interaction in the classroom. This study is aimed to find out: first, the types of question used by English teacher at SMP Muhammadiyah 5 Padang. Second, The relation of questions to classroom interaction. To achieve that goal, the researcher used a qualitative method by conducting classroom observations, recording, and interview English teachers at SMP Muhammadiyah 5 Padang. The research shows that there are 32 questions in 2 hours of learning. Of the 32 questions,

APA, Harvard, Vancouver, ISO, and other styles

17

Al-Zahrani, Mona Yousef, and Abdullah Al-Bargi. "The Impact of Teacher Questioning on Creating Interaction in EFL: A Discourse Analysis." English Language Teaching 10, no. 6 (May 25, 2017): 135. http://dx.doi.org/10.5539/elt.v10n6p135.

Full text

Abstract:

This study examines the effect of questions on fostering interaction in English as a Foreign Language (EFL) classrooms. It also seeks to determine the characteristics of questions that promote increased classroom interaction. Data were collected through video recordings of EFL classrooms which were analyzed using Discourse Analysis techniques. Participants in the study are consisted of a group of intermediate-level English students at the English Language Institute (ELI) of a Saudi Arabian university. First, participating classes were video-recorded and the data gathered was transcribed. The questions asked in each class were then divided into two groups: questions that were deemed to promote classroom interaction and questions that failed to create classroom interaction. Finally, the defining features of each group of questions were determined. Results showed a correlation between the questions’ characteristics and the creation of classroom interaction. In other words, some question types significantly improved classroom interaction while others failed to do so.

APA, Harvard, Vancouver, ISO, and other styles

18

Bot, Kees De. "Interaction in the Classroom." TESOL Quarterly 35, no. 4 (2001): 602. http://dx.doi.org/10.2307/3588434.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Galegane, Golebamang. "Interactional Patterns in English as a Second Language Classrooms at Higher Learning." International Journal of Linguistics, Literature and Translation 4, no. 11 (November 29, 2021): 01–10. http://dx.doi.org/10.32996/ijllt.2021.4.11.1.

Full text

Abstract:

This study investigates the interactional patterns that were used in ESL classrooms at higher learning at the University of Botswana and the reasons for the said patterns. A qualitative approach was employed and the classroom observations were used to investigate the topic. To further shed some light on the patterns used in the CSS classrooms, reference will be made to Vygotsky’s sociocultural theory and Sinclair & Coulthard’s Initiation, Response, Feedback (IRF) analytical tool. The results indicated that there were ‘new’ interactional patterns at the University of Botswana classrooms. Some of these were Initiation Response (IR) and Initiation Response Response (IRR) which led to the conclusions that the patterns of interaction which emanated from the study were, “better”, “good”, and “not so good” (BGN interactional patterns). This study concludes that there is an attempt to produce quality classroom interaction as the interactional patterns of “better”, “good”, and “not so good” (BGN interactional patterns) were demonstrated with the first two categories carrying higher percentages.

APA, Harvard, Vancouver, ISO, and other styles

20

Sundari, Hanna. "Classroom Interaction in Teaching English as Foreign Language at Lower Secondary Schools in Indonesia." Advances in Language and Literary Studies 8, no. 6 (December 25, 2017): 147. http://dx.doi.org/10.7575/aiac.alls.v.8n.6p.147.

Full text

Abstract:

The aim of this study was to develop a deep understanding of interaction in language classroom in foreign language context. Interviews, as major instrument, to twenty experienced English language teachers from eight lower secondary schools (SMP) were conducted in Jakarta, completed by focus group discussions and class observation/recordings. The gathered data was analyzed according to systematic design of grounded theory analysis method through 3-phase coding. A model of classroom interaction was formulated defining several dimensions in interaction. Classroom interaction can be more comprehended under the background of interrelated factors: interaction practices, teacher and student factors, learning objectives, materials, classroom contexts, and outer contexts surrounding the interaction practices. The developed model of interaction for language classroom is notably to give deep descriptions on how interaction substantially occurs and what factors affect it in foreign language classrooms at lower secondary schools from teachers’ perspectives.

APA, Harvard, Vancouver, ISO, and other styles

21

Nejad, Ali Mansouri, Farhad Pakdel, and Ali Akbar Khansir. "Interaction between Language Testing Research and Classroom Testing Practice." Educational Process: International Journal 8, no. 1 (January 15, 2019): 59–71. http://dx.doi.org/10.22521/edupij.2019.81.4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Early, Margaret. "Linguistic Input and Interaction in the Content Classroom." TESL Canada Journal 4, no. 2 (June 26, 1987): 41. http://dx.doi.org/10.18806/tesl.v4i2.504.

Full text

Abstract:

This study investigates teacher talk to different audiences of listeners and attempts to formulate a general description of the linguistic register particular to the classroom speech of ESL teachers. It describes and quantifies various features of classroom conversational interaction and various characteristics of ESL teachers' input to second language learners. It then investigates the degree to which the properties of foreigner talk in this corpus are representative, by comparing them to the results of Long's (1980) investigation of patterns of input and interaction outside of classrooms. Findings are summarized and a few cautious statements concerning the implications for the ESL classroom are made.

APA, Harvard, Vancouver, ISO, and other styles

23

Petrík, Štefan, and Zlata Vašašová. "Relationship Between Interaction Style-Built Teacher Authority and Classroom Climate Dimensions." New Educational Review 68, no. 2 (2022): 107–18. http://dx.doi.org/10.15804/tner.22.68.2.08.

Full text

Abstract:

The contribution focuses on the issue of teacher authority and classroom climate. Our research aimed to determine a relationship between teacher authority built on the teacher’s interaction style and dimensions constituting the classroom climate. The research involved n = 411 students who assessed the interaction style of their teachers (n = 23). The Questionnaire on Teacher Interaction (QTI) and Classroom Environment Scale (CES) were employed. Analysis of empirical data showed a statistically significant positive relationship between the interaction style-built teacher authority and classroom climate dimensions. The statistically significant positive relationship was between the interaction style dimensions: helpful, understanding, student responsibility and the classroom climate dimensions: involvement, task orientation, organisation and order, and rule clarity. A statistically negative relationship was found between the interaction style dimensions: uncertain, dissatisfied, admonishing and the classroom climate dimensions: teacher support, organisation and order, and rule clarity. According to our findings, authoritative teachers, perceived by students as good organisers, helpful, understanding, and giving responsibility, can create a positive climate in classrooms.

APA, Harvard, Vancouver, ISO, and other styles

24

Friedman, Reva C., and Steven W. Lee. "Differentiating Instruction for High-Achieving/Gifted Children in Regular Classrooms: A Field Test of Three Gifted-Education Models." Journal for the Education of the Gifted 19, no. 4 (October 1996): 405–36. http://dx.doi.org/10.1177/016235329601900403.

Full text

Abstract:

The movement toward inclusive schools in this country has necessitated a search for instructional models that would best meet the needs of gifted and high-achieving children in increasingly heterogeneous classrooms. In the present study, a multiple baseline design was used to evaluate three popular models of gifted education implemented by general-education teachers in their classrooms. The study focused on process-oriented dependent variables such as the cognitive level of teacher queries and student responses during classroom interactions. While none of the models showed dramatic changes in cognitive complexity of teacher-student interaction, the Cognitive-Affective Interaction Model (Williams, 1986) demonstrated the best results for increasing the cognitive complexity of classroom interactions and on-task behavior of high-achieving students. A strong relationship was found between the cognitive level of teacher queries and student responses across all models.

APA, Harvard, Vancouver, ISO, and other styles

25

Ohtani, Kazuhiro, and Ryo Okada. "Relationship between classroom social goal structures, gender, and social outcomes in Japanese elementary school children." School Psychology International 39, no. 5 (July 30, 2018): 435–53. http://dx.doi.org/10.1177/0143034318788120.

Full text

Abstract:

This study examines the interaction between gender and classroom social goal structures and the impact they have on children's prosocial behaviors and classroom adjustment. Specifically, classroom social goal structures (consisting of prosocial and compliance goal structure) are the degree to which focal social goals are presented in classrooms. Numerous previous studies have tested the gender differences in social outcomes; however, the results of such past studies have been mixed, as some detected gender differences while others did not. This suggests the existence of moderator variables. Consequently, in this research, we focused on classroom-level moderators in the relationship between gender and social outcomes. We analysed a sample of 3,609 Japanese public elementary school children from 114 classrooms, and we detected the presence of cross-level interactions and found that classroom social goal structures can promote or degrade boys' social outcomes.

APA, Harvard, Vancouver, ISO, and other styles

26

Batavia, Edgar Lucero. "Asking about Content and Adding Content: two Patterns of Classroom Interaction." Colombian Applied Linguistics Journal 14, no. 1 (June 29, 2012): 28. http://dx.doi.org/10.14483/22487085.3811.

Full text

Abstract:

This research project focuses on identifying and describing the interactional patterns and the speech acts that emerge and are maintainedthrough teacher-student interactions in a university-level EFL Pre-intermediate class. This work also analyzes how these patterns potentiallyinfluence the participants’ interactional behavior. This study then answers two questions: what interactional patterns emerge and how they arestructured in interactions between the teacher and the students in the EFL class? And, how can the utterances that compose the interactionalpatterns potentially influence both interactants’ interactional behavior in the EFL class? The description and analysis of the problem followethnomethodological conversation analysis. The findings show that there are two main interactional patterns in the EFL class observed for thisstudy: asking about content, and adding content. Both patterns present characteristic developments and speech acts that potentially influencethe teacher and students’ interactional behavior in this class. These findings serve as a reference and evidence for the interactional patterns thatemerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.

APA, Harvard, Vancouver, ISO, and other styles

27

Mellany, Mellany, Risnawati Risnawati, and Fera Zasrianita. "Teacher and Students’ Talk in Speaking Classroom Interaction." Jadila: Journal of Development and Innovation in Language and Literature Education 2, no. 1 (August 12, 2021): 25–35. http://dx.doi.org/10.52690/jadila.v2i1.123.

Full text

Abstract:

Classroom interactions are typical class situations where verbal contact is dominant, which means that the teacher has a significant impact on the students speaking ability. Classroom interaction and speaking ability have related to created interaction on teaching classroom process. This study purpose at analyzing the realization of classroom interaction especially teacher talk and students talk occurred during teaching speaking class. The data were taken from SMA Negeri 3 Seluma in the form of observation, interview, and documentation. The data then were analyzed by the framework adapted from Flanders Interaction Analysis Categories (FIAC). The findings showed that the classroom interaction most dominant is the teacher while students during speaking class. It also described those teacher roles during classroom interaction as director, manager, and facilitator. The study recommends the teacher support students to actively speak when learning the classroom process. Finally, this study suggests a further study to find various frameworks in analyzing classroom interaction discourse which covers different abilities.

APA, Harvard, Vancouver, ISO, and other styles

28

Lv, Kaiyue, Zhong Sun, and Min Xu. "Artificial Intelligent Based Video Analysis on the Teaching Interaction Patterns in Classroom Environment." International Journal of Information and Education Technology 11, no. 3 (2021): 126–30. http://dx.doi.org/10.18178/ijiet.2021.11.3.1500.

Full text

Abstract:

Recently, the development of technology has enriched the form of classroom interaction. Exploring the characteristics of current classroom teaching interaction forms can clarify the deficiencies of teaching interactions, thereby improving teaching. Based on the existing classroom teaching interactive coding system, this paper adopted ITIAS coding system, and took classroom with interactive whiteboard, interactive television or mobile terminals as research scene, selected 20 classroom videos of teaching cases in this environment as research objects. Computer vision, one of the artificial intelligent technologies was applied for video analysis from four aspects: the classroom teaching atmosphere, the teacher-student interaction, the student-student interaction, the interaction between human and technology. Through cluster analysis, three clusters of sample’s behavioral sequences were found. According to the analysis on the behavioral sequences and the behavioral transition diagram of each cluster, three classroom teaching interaction patterns were identified, including immediate interaction pattern, waiting interaction pattern and shallow interaction pattern.

APA, Harvard, Vancouver, ISO, and other styles

29

Enright, Kerry A., Joanna W. Wong, and Sergio L. Sanchez. "Gateway Moments to Literate Identities." Journal of Literacy Research 53, no. 4 (October 25, 2021): 437–67. http://dx.doi.org/10.1177/1086296x211052260.

Full text

Abstract:

Drawing from theories of identity, language, and race, we conceptualize gateway moments to literate identities in high school English language arts classrooms enrolling language-minoritized youth. Gateways were interactions that afforded particular kinds of literate identities for youth. Deficit literate identities often invoked racialized language and literacy ideologies; authoritative literate identities engaged youths’ full cultural and linguistic repertoires to create and critique knowledge. Occasionally, youth enacted authoritative classroom literate identities alongside or in response to dominant deficit frames of their literate abilities during planned and spontaneous classroom interaction. We note in each type of gateway opportunities for teachers to open space for youths’ authoritative knowledge-producing literate identities. We aim to illustrate how a single instructional choice or classroom interaction ranges in effect from maintaining and reinforcing oppressive legacies and deficit literate identities to centering youth and their language and literacy repertoires in learning experiences for more socially just interactions and learning.

APA, Harvard, Vancouver, ISO, and other styles

30

Brukštutė, Grėtė. "Physical Classroom Environment and Pedagogy." Architecture and Urban Planning 15, no. 1 (January 1, 2019): 38–43. http://dx.doi.org/10.2478/aup-2019-0005.

Full text

Abstract:

Abstract The aim of this article is to analyse how physical classroom environment can be related to pedagogy and to examine the causes that prevent such correlation. The article briefly introduces the development of classrooms since the 20th century, it underlines modern learning activities, presents visual organization of classroom spaces in correlation with the latter and analyses students’ activity zones in the classrooms. Article presents the model of interaction between pedagogy and physical classroom environment.

APA, Harvard, Vancouver, ISO, and other styles

31

Chafi, My Essaid, and Elmostapha Elkhouzai. "The Use of Feedback in Classroom Interaction in Moroccan Primary School." European Scientific Journal, ESJ 12, no. 4 (February 28, 2016): 281. http://dx.doi.org/10.19044/esj.2016.v12n4p281.

Full text

Abstract:

This study explores the verbal feedback utilized by a group of Moroccan primary school teachers. The intent is to identify feedback types used and how effective they are in building knowledge and scaffolding thinking. The theoretical framework underpinning this study is embedded within the sociocultural perspective that conceptualizes the classroom as a cultural location of meaning in which relationships, functions, regulations, values, and norms are socially constructed. The study draws on observation data in large-class settings. Twenty two teachers from five different schools took part in the study. Twenty two lessons covering a range of subjects and topics were observed. Verbal manuscripts of classroom discourse were analyzed qualitatively. The analysis of the transcripts revealed that although four different types of feedback were identified, there was little variation in teacher provision of feedback. One particular form was preponderant— evaluative feedback. Interactional issues related to encouraging student responses and thinking are also addressed. Findings reveal that teachers infrequently offer the types of feedback interventions categorized as effective in improving learning during typical classroom interactions. These results are important as they provide an awareness of the feedback practices employed in the observed classrooms and the significant effects they have on classroom interaction and student learning. We conclude by highlighting consequences of these findings on professional development, and offer opportunities for future research.

APA, Harvard, Vancouver, ISO, and other styles

32

Entusiastik and Yuniar D. A. Siregar. "THE ROLE OF CLASSROOM INTERACTION IN ONLINE LEARNING: VOICES FROM THE STUDENTS." JEELS (Journal of English Education and Linguistics Studies) 9, no. 1 (August 23, 2022): 51–71. http://dx.doi.org/10.30762/jeels.v9i1.4182.

Full text

Abstract:

The importance of classroom interaction in learning has been widely researched. Through the lens of sociocultural theory, classroom interaction could be seen as mediation for learning where learners develop their knowledge and understandings through collaborative activities and dialogic processes which take place during the learning process in class. This paper qualitatively explores the types of classroom interaction that take place in an online learning environment to analyze factors that impacted and shaped classroom interactions. Further, how students perceive each type of interaction and how it might contribute to learning and learners’ satisfaction were also discussed. The study highlights the importance of balancing the use of both synchronous and asynchronous interaction modes to allow maximum classroom interaction. While technology might be a potential tool in encouraging learners to interact more actively and engage in interaction within a less threatening condition, instructors should think carefully about the design of learning activities to create positive classroom interaction with learners, among learners, and between learners and the course materials.

APA, Harvard, Vancouver, ISO, and other styles

33

Yu, Tongtong. "Construction of Perceptual Classroom Based on Internet of Things Technology." Mobile Information Systems 2022 (July 31, 2022): 1–11. http://dx.doi.org/10.1155/2022/8582862.

Full text

Abstract:

At present, in the traditional classroom teaching process, there are still problems such as differences in students’ original knowledge, low student participation, and single teaching methods. For students, the mobile phone carrying rate is high, but the learning utilization rate is low and has self-control, poor ability, and low classroom participation. To solve the above problems, the research on the construction of perception classrooms based on the Internet of Things technology is particularly important. Perceived classroom refers to the use of existing technology to closely connect students and teachers, fully mobilize students’ enthusiasm, and make the classroom atmosphere. This article aims to study the construction of perceptual classrooms based on the Internet of Things technology to increase students’ interest. Through the investigation of the current situation of the digital campus, relying on the Internet of Things technology, the feasibility of the perception classroom is analyzed, and the perception classroom is constructed through the design of image processing and fuzzy control rules, which provides a perfect hardware environment for the digital campus. The experimental results show that based on the Internet of Things technology, through the perception of classroom interaction and practical activities, learning is no longer a process of mechanical memory of book knowledge, but a process of students constantly discovering and exploring problems and then solving problems in the process of practice. Among 84 classroom teaching behaviors, classroom interaction accounted for 69.05% of the total classroom teaching activities. In the “computer + projection” classroom environment, the proportion of teacher-student interaction in classroom teaching activities is 40.47%. Teachers can focus on the design of teacher-student interaction according to the characteristics of students and learners, avoid long-term theoretical explanations, and intersperse interactive links such as question and answer and request answers.

APA, Harvard, Vancouver, ISO, and other styles

34

Darong, Hieronimus Canggung, Erna Mena Niman, Sebastianus Menggo, and Raimundus Beda. "Questioning Practice and Classroom Interaction." Tell : Teaching of English Language and Literature Journal 9, no. 1 (April 27, 2021): 11. http://dx.doi.org/10.30651/tell.v9i1.5905.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Kurthen, Hermann. "What Influences College Classroom Interaction?" International Journal of Assessment and Evaluation 20, no. 4 (2014): 13–34. http://dx.doi.org/10.18848/2327-7920/cgp/v20i04/58943.

Full text

APA, Harvard, Vancouver, ISO, and other styles

36

Hallinan, Maureen T., Louise Cherry Wilkinson, and Cora B. Marrett. "Gender Influences in Classroom Interaction." Contemporary Sociology 15, no. 4 (July 1986): 605. http://dx.doi.org/10.2307/2069306.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Azhari, Ahmad Syaifudin, Priono, and Nuriadi. "Speech Acts of Classroom Interaction." International Journal of Linguistics, Literature and Culture 4, no. 2 (March 6, 2018): 24. http://dx.doi.org/10.21744/ijllc.v4i2.639.

Full text

Abstract:

Speech acts of classroom interaction have been an interesting topic both in ESL and EFL context. Little research, however, has been held in analyzing speech acts of classroom interaction and its relation to strategies used in EFL context. This paper aims at investigating the types and frequency of speech acts performed in terms of teacher-student interactions. It also focuses on analyzing strategies used by teachers and students in performing the illocutionary act of imperatives. Qualitative method is used by means of mixed pragmatic-discourse approach. The data were collected through observation and recording. Three English teachers and 30 male students grade IX of MTs NW Putra Nurul Haramain are participants for gathering the data. The study reveals that four types of speech acts performed are imperatives, assertive, expressions, and commissives. Of those speech acts performed, the very dominant type of speech acts performed, about 120 acts or 43% is imperatives. Assertions about 117 acts or 42% are dominant acts. Expressions about 34 acts or 12% area less dominant category and Commissives about 7 or 2,5% are not dominant. In relation to strategies used in realization of imperatives, the study recognizes that requests as strategies used in realization of request are (a) formal completeness (propositional completeness and modification), (b) level of directness (mood derivable, performative, hedged performative, locution derivable, and conventionally indirect), (c) point of views, (d) context, and (e) mood. The study reveals that imperatives as the most type of illocutionary act performed in classroom interaction. Furthermore, it also indicates the lack of students’ pragmatic competence in performing such an act. For that reason, teachers need to expose the learners with communication strategies in order to speak accurately and appropriately in different context. It needs a further study about pragmatic competence needed in EFL context and material designs for teaching such competences.

APA, Harvard, Vancouver, ISO, and other styles

38

Matra, Sarlita Dewi. "TEACHER QUESTIONING IN CLASSROOM INTERACTION." Celt: A Journal of Culture, English Language Teaching & Literature 14, no. 1 (December 2, 2014): 82. http://dx.doi.org/10.24167/celt.v14i1.58.

Full text

Abstract:

Questions play an important role in every classroomboth students questions and teachers questions. The types of question used by teacher can help students to lift their own levels of understanding toward the concept given or even to build up new ideas. The study explored (1) how eventually teachers provide some ease to the students in creating an interactive classroom interaction through questions and answers exchanges; (2) how the questioning technique used by the teachers might encourage the students to be active in classroom interaction. By using Browns Interaction Analysis System (BIAS) the data were analyzed in order to find out what types of question were mostly used by the teachers during teaching learning process in encouraging the students activeness. The data were collected through observations in two English classes in SMP N 2 Pekalongan with two different English teachers. The data showed that the cognitive level of teachers questions which mostly occurred was lower order cognitive questions. The questions were aimed to invite the learners to speak and deliver their ideas. Based on the observed data, in details, the result showed that teachers used recall questions for 52%, comprehension for 42% and application occupied the remaining that was 6%. The target language was usually used on several occasions such as praising, encouraging, explaining and giving directions during the classroom interaction. Therefore, the suggestions are given to the teacher to understand practical uses of questioning techniques in minimizingstudents barriers to speak up in English.

APA, Harvard, Vancouver, ISO, and other styles

39

Nurpahmi, Sitti. "TEACHER TALK IN CLASSROOM INTERACTION." ETERNAL (English, Teaching, Learning and Research Journal) 3, no. 1 (June 30, 2017): 34–43. http://dx.doi.org/10.24252/eternal.v31.2017.a4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Johnson, Kristen. "Miscommunication in Interpreted Classroom Interaction." Sign Language Studies 1070, no. 1 (1991): 1–34. http://dx.doi.org/10.1353/sls.1991.0005.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Saha, Subham, and Suman Deb. "BYOD Supported Multimodal Classroom Interaction." Procedia Computer Science 167 (2020): 1533–42. http://dx.doi.org/10.1016/j.procs.2020.03.364.

Full text

APA, Harvard, Vancouver, ISO, and other styles

42

Kramsch, Claire J. "Classroom Interaction and Discourse Options." Studies in Second Language Acquisition 7, no. 2 (June 1985): 169–83. http://dx.doi.org/10.1017/s0272263100005350.

Full text

Abstract:

This article takes a social-theoretical view of the reality created by a foreign language in the classroom. It examines the interaction of teacher and learners in their various activities along a continuum that extends from instructional to natural discourse and is determined by the way participants present themselves to one another and negotiate turns-at-talk, topics, and repairs. Suggestions are made for broadening and diversifying the discourse options in the classroom to enrich the social context of the language learning experience.

APA, Harvard, Vancouver, ISO, and other styles

43

Wortham, Stanton E. F. "Participant examples and classroom interaction." Linguistics and Education 4, no. 2 (January 1992): 195–217. http://dx.doi.org/10.1016/0898-5898(92)90014-n.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

Masouleh, Nima Shakouri, and Razieh Bahraminezhad Jooneghani. "Classroom Interaction: Betting a Utopia!" International Journal of Academic Research 4, no. 4 (August 5, 2012): 32–37. http://dx.doi.org/10.7813/2075-4124.2012/4-4/b.4.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

Seedhouse, P. "Classroom interaction: possibilities and impossibilities." ELT Journal 50, no. 1 (January 1, 1996): 16–24. http://dx.doi.org/10.1093/elt/50.1.16.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

García-Martínez, José Antonio, Carlos Gutiérrez-Hita, and Joaquín Sánchez-Soriano. "Competitiveness, cooperation, and strategic interaction. A classroom experiment on oligopoly." Revista Internacional de Sociología 70, Extra_1 (December 22, 2011): 167–87. http://dx.doi.org/10.3989/ris.2011.07.1b.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Liu, Fan, and Jiandong Fang. "Multi-Scale Audio Spectrogram Transformer for Classroom Teaching Interaction Recognition." Future Internet 15, no. 2 (February 2, 2023): 65. http://dx.doi.org/10.3390/fi15020065.

Full text

Abstract:

Classroom interactivity is one of the important metrics for assessing classrooms, and identifying classroom interactivity through classroom image data is limited by the interference of complex teaching scenarios. However, audio data within the classroom are characterized by significant student–teacher interaction. This study proposes a multi-scale audio spectrogram transformer (MAST) speech scene classification algorithm and constructs a classroom interactive audio dataset to achieve interactive teacher–student recognition in the classroom teaching process. First, the original speech signal is sampled and pre-processed to generate a multi-channel spectrogram, which enhances the representation of features compared with single-channel features; Second, in order to efficiently capture the long-range global context of the audio spectrogram, the audio features are globally modeled by the multi-head self-attention mechanism of MAST, and the feature resolution is reduced during feature extraction to continuously enrich the layer-level features while reducing the model complexity; Finally, a further combination with a time-frequency enrichment module maps the final output to a class feature map, enabling accurate audio category recognition. The experimental comparison of MAST is carried out on the public environment audio dataset and the self-built classroom audio interaction datasets. Compared with the previous state-of-the-art methods on public datasets AudioSet and ESC-50, its accuracy has been improved by 3 and 5%, respectively, and the accuracy of the self-built classroom audio interaction dataset has reached 92.1%. These results demonstrate the effectiveness of MAST in the field of general audio classification and the smart classroom domain.

APA, Harvard, Vancouver, ISO, and other styles

48

Sahan, Kari. "ELF interactions in English-medium engineering classrooms." ELT Journal 74, no. 4 (August 11, 2020): 418–27. http://dx.doi.org/10.1093/elt/ccaa033.

Full text

Abstract:

Abstract At many universities, English serves as a lingua franca (ELF) between teachers and students for whom English is not their L1. Despite the spread of English-medium instruction (EMI), empirical research on the nature of teacher–student interactions in EMI classrooms remains limited. This study examines the use of ELF in EMI engineering classes at a university in Turkey to explore how teachers and students use code-switching as a communicative strategy in classroom interactions. Data were collected and analysed using a qualitative approach. Nearly 14 hours of classroom observation data were collected from three lecturers and analysed according to patterns of classroom interaction and language use. The findings suggest that teachers and students prioritize communicative efficiency over an adherence to monolingual, NS norms in classroom interactions. Pedagogical implications are discussed for ELT specialists tasked with preparing students for academic study in English and supporting content lecturers in EMI settings.

APA, Harvard, Vancouver, ISO, and other styles

49

Tawa, John, Anthony LoPresti, and Danielle Lynch. "Deconstructing racial essentialism in the classroom." Journal for Multicultural Education 14, no. 1 (March 2, 2020): 101–15. http://dx.doi.org/10.1108/jme-07-2019-0056.

Full text

Abstract:

Purpose This study aims to examine how change in white college students’ beliefs about race over the course of a semester impacted their interactions with diverse others. While there is an increasing interest in understanding people's beliefs about race, there has been limited research examining how people’s beliefs about race can and do change over time and how education can facilitate this change. Design/methodology/approach White students (N = 98) at a predominantly white college completed a multidimensional racial essentialism measure and measures of both self-report and behavioral interactions with diversity, at the beginning and end of a semester. Multilevel modeling with time-varying predictors was used to examine how change in beliefs about race related to change in diversity interactions. Findings The impact of racial essentialism on student diversity interaction varied considerably depending on the type of racial essentialism. Higher levels of speciation and genotypic essentialism at Time 1 were related to lower interaction with diversity at Time 2. Decreases in phenotypic essentialism were concurrent with increases in diversity interaction over the duration of the semester. For a subgroup of students enrolled in a race and diversity course, unexpectedly, decreases in genotypic essentialism were concurrent with decreases in diversity interaction. Originality/value By using a multidimensional model of beliefs about race with a longitudinal assessment, this study contributes to our understanding of how specific components of beliefs about race change over time and how change in these beliefs occurs concurrently with students’ diverse interactions. The findings are discussed in relation to the impact of education on students’ peer interactions with diverse others, with specific implications for race and diversity pedagogy.

APA, Harvard, Vancouver, ISO, and other styles

50

Zulkifly, Hanifah Nur, Nizaita Omar, Zulkifly Muda, Nabilah Ismail@Abd.Latif, Farah Diana Mohmad Zali, and Mohd Firdaus Jusoh. "Classroom Discourse as Institutional Interaction: From the Perspective of Conversation Analysis." Revista Gestão Inovação e Tecnologias 11, no. 4 (August 16, 2021): 4573–85. http://dx.doi.org/10.47059/revistageintec.v11i4.2485.

Full text

Abstract:

In this study, classroom discourse is chosen as the subject to be analysed in terms of the basic structures of conversation analysis (CA) which are turn-taking organisation, sequence organisation, repair and action formation, as developed principally by Harvey Sacks, Emanuel Schegloff and Gail Jefferson. As a form of educational talk, classroom interaction should be scrutinised not only in a conversational perspective, but also from an institutional view. Many controversies and debates regarding this particular discourse are present from the conversation analytic point of view, indicating that it is indeed an important subject that need extended studies on. This study analyses learner-learner interaction in task-oriented, learner-centred classrooms, instead of traditional classroom interaction, from the conversation analytic perspective. It helps expanding the research on this subject to a new focus, which is modern classroom interaction.

APA, Harvard, Vancouver, ISO, and other styles

Journal articles on the topic 'Classroom interaction'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles