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1
Putri, Stephanie Priyanto, Hendi Pratama, and Sri Wuli Fitriati. "Explanatory Study of Student-Teacher Interactions, Students’ Academic Motivation, and Teacher’s Motivation in English Classes." Celt: A Journal of Culture, English Language Teaching & Literature 23, no. 2 (October 27, 2023): 201–24. http://dx.doi.org/10.24167/celt.v23i2.10524.
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This study aims to determine the relationship between student-teacher interaction, students' academic motivation, and the teacher's motivation in the eighth-grade English classroom. Quantitative and qualitative data on student-teacher interaction and academic motivation in English learning were collected using a questionnaire, observation, and interview. 137 eighth-grade students at Semarang's Karangturi junior high school in the academic year 2022-2023 were the subjects of this study. Using an observation sheet from Ottevanger (2001), it was determined to see to what extent the teacher uses student-teacher interaction to increase students' and teachers' academic motivation. A final interview is conducted with the English teacher to determine her perception of student-teacher interaction. The results demonstrate a correlation between student-teacher interaction and students’ academic motivation in English classes. The instructor utilizes these interactions by posing questions and issuing directives. Moreover, the instructor concurred that student-teacher interactions are highly beneficial for both students and instructors.
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Navaz, Abdul Majeed Mohamed. "Developing Interaction in ESL Classes: An Investigation of Teacher-Student Interaction of Teacher Trainees in a Sri Lankan University." International Journal of Learning, Teaching and Educational Research 20, no. 2 (February 28, 2021): 174–96. http://dx.doi.org/10.26803/ijlter.20.2.10.
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This study examines the possibility of using of IRF (Initiation-Response-Follow-up) sequence of teacher-student interaction in Sri Lankan ESL (English as a Second Language) classes for developing longer interactional exchanges which are believed to be useful for language development. Usually, in Sri Lankan ESL classes, teachers ask more display questions and a few referential questions. As a result, teacher-student interaction occurs only occasionally and they follow the traditional IRF pattern with an evaluation at the third move. Teachers could develop longer interactional exchanges by giving follow-up questions or prompts at the third move of the IRF sequence so that students respond, elaborate, explain or prolong their responses. This study examines how the teacher trainees on their teaching practice of a TESL degree programme at a university interacted with their students in ESL classes and how they changed their pattern of interaction to sustain more student interaction. Using lecture discourse data as the basis of the analysis, this study evaluated the changes after an intervention that focussed on training the teacher trainees in developing longer interactional episodes. The results revealed that there was only a slight improvement in the way teacher trainees maintained interactions in the lessons after the intervention. Hence, this study enlightens the possibility of utilizing interaction for language development through intensive teacher training.
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Sari, Mike Nurmalia. "CLASSROOM INTERACTION PATTERNS AND TEACHERS-STUDENTS PERCEPTIONS ON ENGLISH CLASSES AT SMAN 2 BUKITTINGGI WEST SUMATRA." Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni 19, no. 2 (November 30, 2018): 149. http://dx.doi.org/10.24036/komposisi.v19i2.10037.
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This article aims to describe the results of research on interaction patterns and characteristics of classroom interaction in teaching and learning activities in English class in Bukittinggi West Sumatera, as well as perceptions of students and teachers to the interaction. This research type is descriptive and research data is classroom discourse between teacher and student when studying English, as well as questionnaire of student and teacher to class interaction. Participants are 4 English teachers with 3 meetings for each teacher (12 meetings). The research used classification theory of class interaction type from Lindgren (1981), Wajnryb (1992), and El-Hanafi (2013), while for interaction characteristics used Flanders' Interaction Analysis Code (FIAC) model. The results of this study indicate that the dominant interaction pattern is teacher-student with one way traffic interaction, while the dominant interaction characteristic is the cross content. From teacher perception, dominant interaction pattern is student-student interaction and dominant interaction characteristic is teacher support. Whereas from student perception, dominant interaction pattern is teacher-student with two-way traffic interaction, and characteristic of dominant interaction is content cross. It can be concluded that the interaction pattern and the interaction characteristics that occur in the teaching and learning process are strongly influenced by the material and skills taught by the teacher
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Wang, Xiaozhuan, Aminuddin Bin Hassan, How Shwu Pyng, and Han Ye. "Exploring the Influence of Teacher-Student Interaction Strength, Interaction Time, Interaction Distance and Interaction Content on International Student Satisfaction with Online Courses." International Journal of Learning, Teaching and Educational Research 21, no. 2 (February 28, 2022): 380–96. http://dx.doi.org/10.26803/ijlter.21.2.21.
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Since the outbreak of COVID-19 in January 2020, international online courses in universities in China have begun to develop on a large scale. This study explores the related influencing factors of teacher-student interaction on international student satisfaction with online courses in Chinese universities. It reveals which aspects of teacher-student interaction in online classes positively correlate with international students' satisfaction. This study is of a quantitative nature with four (independent variables (IVs) and one dependent variable (DV). The four IVs are the four dimensions of teacher-student interaction, namely interaction strength (IS), interaction time (IT), interaction content (IC), and interaction distance (ID). The DV is international student satisfaction (ISS) with online courses. This study was conducted in a university in Zhejiang Province, China. To answer the questionnaire, one hundred international students who were unable to enter China during COVID-19 were selected by stratified random sampling. The study used SPSS 21 to conduct descriptive and multiple linear regression analysis on the collected quantitative data. A total of 93 valid questionnaire data was collected. The analysis results showed that both IVs (IC & ID) have a positive correlation with the DV (ISS). Therefore, under the condition of limited equal resources, online teachers may give priority to the teacher-student interaction factors that have the greatest impact on the satisfaction of international students, carefully design teacher-student interaction activities, and maximise the satisfaction of international students.
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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.
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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
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Riyanto, Mad. "Building Student Teacher Interaction Pattern in EFL-CLT Classroom." Journal of English Teaching, Literature, and Applied Linguistics 2, no. 2 (August 31, 2018): 76. http://dx.doi.org/10.30587/jetlal.v2i2.2465.
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One of the priorities of language teachers is to ensure classes are interesting and engaging. Learners’ different backgrounds and individual preferences, however, make each class unique. The objective of EFL classroom adopting Communicative language teaching (CLT) approach is to be fluent and communicative competence in genuine communication (Hatch1978; Nunan, 1987). In this context, EFL teachers play a pivotal role in creating a comfortable environment to persuade the students in communicative interaction. By a good communication between the teacher and students the teaching learning process will be more effective. The teachers can motivate and encourage students to communicate with them well, if interaction has been done. Teachers as the source of second language or foreign language should give meaningful interactions to the students. Krashen(1981,1985) states to facilitate such meaningful interactions, EFL teachers serve as a source of L2 input to the students. The writer attempts to build the pattern of student teacher interaction and reveals the factors inhibit teachers to interact with students.
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Sari, Fatimah Mulya. "Patterns of Teaching-Learning Interaction in the EFL Classroom." TEKNOSASTIK 16, no. 2 (April 6, 2019): 41. http://dx.doi.org/10.33365/ts.v16i2.139.
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The successfullness of teaching-learning process is highly influenced by the patterns of interactions appeared in the classroom activities. Through this case study, the purpose of this paper is to explore the patterns of interaction during teaching and learning proccess. Two accellerated classes were observed and recorded to gain the data. The findings revealed that the patterns of interaction emerged in the first class were group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration. Meanwhile, the patterns of interaction in the second class showed closed-ended teacher questioning (IRF), open-ended teacher questioning, choral responses, student initiates-teacher answers, group work, and individual work pattern. The patterns of interaction were produced from teacher and student(s) and/or student(s) and student(s) in relation to the teacher talk and the students talk categories used during learning activities. These patterns were produced constantly. They are to show that the teaching-learning process was not always dominated by the teacher. Most students actively participate as well in any classroom activity. Thus, these patterns absolutely increase the students talk and students’ participation in the class. It is necessary for teachers to reorganize the active activities which might foster more interaction in the classroom.Key Words: EFL Classroom, patterns of interaction, teaching-learning process.
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Indra Sudrajat. "OVERCROWDED CLASSROOMS IN THE ANALYSIS OF TEACHER-STUDENTS INTERACTION." JELA (Journal of English Language Teaching, Literature and Applied Linguistics) 3, no. 2 (October 30, 2021): 74–88. http://dx.doi.org/10.37742/jela.v3i2.60.
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The study was carried out to find out the most serious problems faced by the teachers-student interaction in overcrowded classes The aims in this study is to investigate the effect of teacher-students interaction in overcrowded classroom. This study focuses particularly on the problems that are being faced by both teachers and students while teaching-learning process. The method of this research work is qualitative method. The data were gathered through self-completion questionnaires and interview administered to 33 student and four teachers for questionnaire. Questionnaire for teacher is to understand more fully how teachers think about overcrowded classrooms as well as about classroom interaction, also to gain through overview about what the relationship between crowded classes and teacher-student interaction, and for student is to understand more fully whether overcrowded classes have an effect on teacher-student interaction, a short questionnaire was designed to gather opinion. In order to support the questionnaire, the students and the teacher were interviewed through a sequence of questions related to the causes of classroom interaction and overcrowded classroom to find out the effect of teacher-student interaction in overcrowded classroom. The study involved three students based on the high, middle and low value in English classroom and two teachers in the interview at a private senior high school in Bandung. The results of this study showed the main problems being faced in overcrowded classes including noise making, lack of individual attention and classroom arrangement are issues that influence interaction in the class. Based on the result we can saw that Teacher-Student Interaction is affected by the number of Student.
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Jeong, So Young. "The Relationship among Teaching Presence, Interaction, and Class Satisfaction: Experience of Interaction-Based Class in Online College English." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 24 (December 31, 2023): 825–40. http://dx.doi.org/10.22251/jlcci.2023.23.24.825.
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Objectives The purpose of this study was to examine the effects of teaching presence and interaction between teacher and student on class satisfaction in online English classes designed for teacher-student interaction, and to provide basic data for liberal arts English classes.
Methods A web survey was conducted from June 29 to July 20, 2021 on 147 freshmen who took college English in the first semester of 2021. The collected data were analyzed by descriptive statistics, correlation analysis, simple and multiple regression analysis using SPSS WIN 23.0.
Results First, teaching presence was found to have a significant effect on teacher-student interaction. In addition, there was a significant positive correlation between all variables, and in the case of sub-factors, direct facilitation and instructional communication each showed a high correlation with class satisfaction. Second, teaching presence and teacher-student interaction were found to have a significant effect on class satisfaction, and interaction between teacher and student showed a higher relative influence than teaching presence. Third, the sub-factors that showed the highest influence on the student's class satisfaction were instructional communication and direct facilitation.
Conclusions This study presented meaningful information to promote online learning by examining the sub-factors of teaching presence and teaching-student interaction affecting class satisfaction of liberal English learners.
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Li, Wenjia. "How does Gender Affect Teacher-Student Interaction: A Case Study in China’s EFL Classes." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 2134–40. http://dx.doi.org/10.54097/ehss.v8i.4659.
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Under the background of modern education paying more and more attention to gender equity, teacher-student interaction, as an important micro component that will affect students in the classroom, whether it will be affected by gender factors is also a topic that researchers have long discussed. This study is committed to adding new cases to the study of gender and teacher-student interaction, focusing on teacher-student interaction in EFL classrooms in primary education from Mainland of China. This study is a case study, focusing on an experienced English teacher and her six classes. Through classroom observation of 12 English classes and interviews with teachers, this study found that female students will receive less attention from teachers, while male students will be more likely to receive negative comments from teachers because of gender factors. Overall, it is suggested that gender bias in EFL classrooms and believed that gender factors would affect the formation of the teacher-student interaction model.
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Choi, Sang-Ho. "Quantitative and Qualitative Analysis of Teacher-Student Interaction in Student Engagement Mathematics Classes." Journal of Educational Research in Mathematics 30, no. 2 (May 31, 2020): 227–44. http://dx.doi.org/10.29275/jerm.2020.05.30.2.227.
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CHEN, Liu. "Research on the importance of teacher-student interaction in university art courses." Region - Educational Research and Reviews 5, no. 4 (November 21, 2023): 70. http://dx.doi.org/10.32629/rerr.v5i4.1400.
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The article discusses the teacher-student interaction of art courses in university education. The main viewpoint is that art courses should encourage interaction and communication between teachers and students to promote the development of students' artistic creativity and expression abilities. Through teacher-student interaction, students can receive more guidance and feedback, which help them improve their skills and understand the concepts of art. The final conclusion is that in art classes, teacher-student interaction is very important, providing students with a better learning experience and development space.
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Mohammed Abbas Alkhateeb, Muna, Sebe Zeid Jawad Hassan Watoot, and Abd Ali Nayif Hasan. "An Analysis of Iraqi EFL Fifth Preparatory Pupils Feedback Discourse Interaction." Journal of Education College Wasit University 2, no. 39 (June 7, 2020): 635–44. http://dx.doi.org/10.31185/eduj.vol2.iss39.1428.
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Student-teacher language interaction is given a great environment through classrooms. Previously students had no role in the teaching-learning process, while teachers were the corner stone of the class. Nowadays studies show that students control classes verbally where they lead the talk more than teachers. Student-teacher interaction is expected to be encouraged by teachers, providing not only student-teacher interaction but also student-student interaction in the form of groups or pairs or through assignments or presentations. There has been a great shift in the concept of the process of classroom and interaction. More emphasis is given to language learning as a result of classroom interaction. Changing from silent recipients to active participants in the learning process, learners play an active role in the whole classroom process and subsidize greatly to the language learning process. The study aims at interpreting the learners' interact. This study is limited to the analysis of Iraqi EFL fifth preparatory students when interacting inside their classes. The data chosen to analyze is the transcribed interaction inside the class. It is concluded that pronouns are used by the participants for the purpose of defining roles and providing overt directions. This is made more specific through the use of modals of necessity. Direct imperatives are also used by all the participants but in different degrees.
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Fenyi, Daniel Arkoh, and Isaac Owusu Nyarkoh. "Turn-taking as a Pedagogical Strategy in Classroom Interaction: A Conversation Analysis of Adjacency Pairs." Linguistics Initiative 2, no. 2 (July 16, 2022): 107–25. http://dx.doi.org/10.53696/27753719.2225.
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Most part of teaching and learning in the classroom is done through interaction or ‘talk’. The importance of teacher-student interaction in the teaching and learning process can, therefore, not be overemphasised. This study investigates the adjacency pair patterns of teacher-student classroom interaction and how these patterns impact on pedagogy. It is a qualitative study. All the four Senior High Schools in the Agona West Municipality of the Central Region of Ghana were engaged in the study. One English teacher each from the schools was selected through a random sampling technique. Their classes of an average size of 60 students were observed through participant observation and the teacher-student interactions were recorded through audio recording and note-taking. Analysis of the data was grounded in Schegloff’s (2007) conceptual framework of adjacency pair. The outcome of the study revealed that eight adjacency pairs were used in the language classroom. These are; greeting/greeting, check/clarification, instruction/compliance, question/answer, request/accept, accusation/refusal, complaint/apology and leave-taking/leave-taking. The data also revealed that 82% of the interactions is initiated by the teacher while only 18% is student-initiated. This has impacts on pedagogy and must therefore ignite the scholarly interests of pedagogues and linguists.
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Lockwood, J. R., and Daniel F. McCaffrey. "Exploring Student-Teacher Interactions in Longitudinal Achievement Data." Education Finance and Policy 4, no. 4 (October 2009): 439–67. http://dx.doi.org/10.1162/edfp.2009.4.4.439.
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This article develops a model for longitudinal student achievement data designed to estimate heterogeneity in teacher effects across students of different achievement levels. The model specifies interactions between teacher effects and students' predicted scores on a test, estimating both average effects of individual teachers and interaction terms indicating whether individual teachers are differentially effective with students of different predicted scores. Using various longitudinal data sources, we find evidence of these interactions that is of relatively consistent but modest magnitude across different contexts, accounting for about 10 percent of the total variation in teacher effects across all students. However, the amount that the interactions matter in practice depends on the heterogeneity of the groups of students taught by different teachers. Using empirical estimates of the heterogeneity of students across teachers, we find that the interactions account for about 3–4 percent of total variation in teacher effects on different classes, with somewhat larger values in middle school mathematics. Our findings suggest that ignoring these interactions is not likely to introduce appreciable bias in estimated teacher effects for most teachers in most settings. The results of this study should be of interest to policy makers concerned about the validity of value-added teacher effect estimates.
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Herring, Laura Cutchin, and Lorraine Clevenger-Schmertzing. "Online High School World History: Does Interaction Make a Difference?" Social Studies Research and Practice 2, no. 3 (November 1, 2007): 419–37. http://dx.doi.org/10.1108/ssrp-03-2007-b0008.
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This study investigated the online interaction between students and teachers as well as student interaction preferences, student perceptions of learning and of online classes, and student performance. High school students, in an online world history course, participated in multiple activities that offered opportunities to interact with their teacher and classmates. Data was collected throughout the action research using student surveys, participant interviews, teacher records of daily interaction, pretests and posttests, and assignment grades. Students indicated that interaction with the teacher was very important, while interaction with their peers was less vital to learning. Interaction appeared to have little effect on student performance. Although this study took place over a three-week period rather than over an entire semester (e.g., Pelowski, Frissell, Cabral, & Yu, 2005; Picciano, 2002), results indicate that high school students may view online interaction differently than their counterparts in higher education (Northrup, 2002; Swan, 2002).
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Shijaku, Albana. "TEACHER GENDER-RELATED INTERACTION IN UNIVERSITY CONTEXT." Problems of Education in the 21st Century 36, no. 1 (December 10, 2011): 90–98. http://dx.doi.org/10.33225/pec/11.36.90.
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Gender equity has always been a broadly discussed issue. The number of studies and publications nowadays shows that this issue will prevail for a long period of time. There are controversies on gender equity in the Albanian society as well. The perception that males do better than females in many fields, persists even in our academic environments. Sometimes teachers unconsciously encourage male domination in the classroom by giving them more attention than females. This research explores teacher-student and student-student interaction, focusing on gender and teacher communication style regarding it. The analysis is based on data collected from the observation of the classroom interaction in two university classes, slightly dominated by males. They are monitored over a period of 15 weeks. The aim is to show how the language used in interactions contributes to gender inequity. It is also observed whether the teachers are aware of their interaction regarding gender bias. The results indicate conclusions fairly different from what theory suggests. Although teachers are educated to promote gender equity they rarely do it. Key words: biased language, classroom interaction, gender equity, teacher’s role.
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Hart, Laurie E. "Classroom Processes, Sex of Student, and Confidence in Learning Mathematics." Journal for Research in Mathematics Education 20, no. 3 (May 1989): 242–60. http://dx.doi.org/10.5951/jresematheduc.20.3.0242.
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The purpose of this study was to compare the classroom processes of girls and boys who differed in confidence in their ability to learn mathematics. The students were observed daily during their seventh-grade mathematics classes for 3 to 4 weeks. All 93 students observed (i.e., the target students) scored at or above the mean on a standardized test of mathematics achievement. Trained observers recorded characteristics of each verbal interaction between a target student and the teacher and the amount of time each target student spent on task in mathematics. Boys were involved in more public interactions with their teacher than girls were. High- and low-confidence students differed very little in their interactions with the teacher. Differences between boys and girls in their interactions with the teacher varied from classroom to classroom.
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Clark, Jordan, and Pavel Tromovich. "L2 Vocabulary Teaching with Student- and Teacher-Generated Gestures: A Classroom Perspective." TESL Canada Journal 34, no. 1 (May 1, 2017): 1–24. http://dx.doi.org/10.18806/tesl.v34i1.1253.
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This action research project explored the use of gestures for teaching and learning French vocabulary in an upper-beginner adult classroom with 21 students from various language backgrounds. Over the course of 4 weeks, the teacher developed and used 4 sets of themed activities using both teacher- and student-generated gestures to introduce new vocabulary to the students, encouraging students to take an active role with respect to creating gestures. Detailed classroom observations and the teacher’s field notes showed that students became comfortable using gestures after the first class and that the gesture activities had positive effects on student participation and the classroom interaction. Weekly quizzes and a final vocabulary test revealed bene ts of gesture-based activities for word learning. Students’ comments suggested that they enjoyed the gesture activities and that the gestures helped them remember words be er, particularly when the word naturally evoked a gesture or when the gesture contained clues to word length or pronunciation. Several pedagogical considerations guiding the design and implementation of gesture-based vocabulary activities in a second language classroom are discussed.----Cette recherche-action action a exploré l’utilisation de gestes pour l’enseignement et l’apprentissage du vocabulaire en français dans un cours pour adultes débutants-intermédiaires. Les 21 étudiants avaient divers antécédents linguistiques. Au cours de 4 semaines, l’enseignant a développé et mis en œuvre 4 ensembles d’activités thématiques impliquant des gestes conçues par l’enseignant et d’autres par les étudiants, et visant la présentation de nouveaux éléments de vocabulaire. On encourageait les étudiants à jouer un rôle actif dans la création de gestes. Des observations détaillées des activités en classe et les notes de l’enseignant indiquent que les étudiants étaient à l’aise avec les gestes après le premier cours et que les activités avec gestes avaient des effets positifs sur la participation des étudiants et sur les interactions en classe. Des contrôles hebdomadaires et l’examen de vocabulaire final ont révélé les avantages des activités reposant sur les gestes pour l’apprentissage du vocabulaire. Les commentaires des étudiants révèlent qu’ils ont apprécié les activités et que les gestes les avaient aidés à mieux retenir le vocabulaire, notamment quand le mot évoquait naturellement un geste ou quand le geste contenait des indices quant à la longueur ou la prononciation du mot. Plusieurs considérations pédagogiques visant la conception et la mise en œuvre d’activités de vocabulaire L2 reposant sur les gestes sont présentées.
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Stepenko, Eduard A. "Constructive Interaction of Teacher and Student in the Process of Learning to Play the Clarinet As a Condition for Formation of Ensemble Music Culture." Uchenye Zapiski RGSU 20, no. 2 (June 29, 2021): 139–47. http://dx.doi.org/10.17922/2071-5323-2021-20-2-139-147.
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Constructivity in the interaction of a teacher and a student contributes to an increase in the level of musical and performing skills, therefore, the problem of research is relevant in connection with the disclosure in the conditions of constructive interaction of the potential capabilities of the student when playing the instrument, the influence on its creative development, including in the field of ensemble music. Such interaction encourages the acquisition of the entire complex of competencies and its own professional position. The constructive interaction of the teacher and the student in the course of classes in the clarinet class as a condition for the formation of a culture of ensemble music was not previously considered, therefore this article is devoted to a theoretical study of the problem of forming the skill of constructive interaction of the teacher and student and illuminating the method of its formation in the clarinet class
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Nguyễn, Thị Lệ Hằng. "A STUDY ON INTERACTIVE ACTIVITIES TO FOSTER TEACHER – STUDENT INTERACTION IN EFL TERTIARY READING COMPREHENSION CLASSES." Hue University Journal of Science: Social Sciences and Humanities 131, no. 6C (September 6, 2022): 187–204. http://dx.doi.org/10.26459/hueunijssh.v131i6c.6579.
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This qualitative case study presents how teacher - student interaction in EFL tertiary reading comprehension classes can be fostered with interactive activities (IAs). The purpose was to explore how IAs were deployed to improve the EFL tertiary students’ reading comprehension skill; in other words, the study aimed at finding out the teacher talk as interactive activities in teaching reading comprehension (RC). A female teacher majoring in RC was the participant of this study. Data were collected through classroom observation with her teaching reading comprehension process. In addition, supporting data were also added from audio-visual materials were used in observing process. The data were deeply analyzed on the basis of the Foreign Language Interaction Analysis (FLINT) model in Brown (2001). Findings showed that all of 11 categories of teacher talk in FLINT appeared in the study. They were (1) dealing with feeling, (2) praising and encouraging, (3) joking, (4) using ideas of students, (5) repeating students verbatim, (6) asking questions, (7) giving information, (8) correcting without rejection, (9) giving directions, (10) criticizing student behavior, and (11) criticizing student response with different frequency. Among with “praising and encouraging” was mostly used activity and “criticizing students’ response” was the least commonly used one. Furthermore, the study highlighted the potential value of considering teacher talk as interactive activities since it was found meaningful to initiate the teacher – student interaction in RC class, and to foster students’ RC skill.
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Tarnovska, Miglena, Rumyana Stoyanova, Boryana Parashkevova, and Juliana Marinova. "Digital Teacher – Student Interaction in Online Training at Medical Universities." Strategies for Policy in Science and Education-Strategii na Obrazovatelnata i Nauchnata Politika 30, no. 1 (January 20, 2022): 90–100. http://dx.doi.org/10.53656/str2022-1-6-dig.
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Medical education marks a considerable stage in its development, significantly affected by the global Covid-19 pandemic. The introduction of e-learning added new dimensions to the traditional educational process. The aim of the study is to investigate the effectiveness of digital teacher-student interaction during e-learning. A cross-sectional online survey was conducted among 249 university lecturers from two medical universities. The obtained results outlined the shortcomings of online learning, such as the weakening of the teacher-student relationship, the presence of passive participation and weaker responsibility on the part of students in the conducted classes. Positive attitude towards e-learning was shared mainly by lecturers holding higher academic positions, such as 'associate professor' and 'professor', as well as those working in the theoretical educational units, compared to the pre-clinical and clinical departments. Effective interaction between teachers and students is an essential aspect of the quality of the educational process and remains a topical issue in the context of continuing distance learning in medical universities
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Rambe, Yuni Ansari. "ANALYSIS OF TEACHER TALK IN ENGLISH CLASSES IN VOCATIONAL HIGH SCHOOL TELADAN MEDAN." AICLL: ANNUAL INTERNATIONAL CONFERENCE ON LANGUAGE AND LITERATURE 1, no. 1 (April 17, 2018): 118–24. http://dx.doi.org/10.30743/aicll.v1i1.17.
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The objective of this study at describing the types of Teacher Talk, the effectiveness/ineffectiveness of Teacher Talk, and the aspect of Teacher Talk in classroom observation. This study used descriptive qualitative method is employed in this study which tries to describe all phenomena that occurred in the classroom This study involved an English teacher as research subject in his class. The subject of this study has implemented English talk as a means of communication in learning process of his classroom. The subject here is a female teacher who has been teaching English for one years and graduated from the university of Medan. This study was conducted in SMK Teladan located in Medan city. This study was done in twelfth grade. This class consists of 22 students with 11 are males and 11 are females. The main data was taken through observation technique. The data was collected by using recording and field notes. From analysis done, it was found that English teacher performed their interactional communicative features out of five in the classroom. The features are 1. Referential Questions 2. Content Feedback 3. Student initiated Talk. All communicative interactional features of teacher it happened in discussion activities, it could be concluded that the teacher performs their interactional communicative features in classroom interaction out of five. There features are: 1. Referential Questions 2. Content Feedback 3. Student initiated Talk.
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Hariri, Alfan, Rizka Safriyani, and Zulidyana D. Rusnalasari. "THE ANALYSIS OF TEACHER’S INTERACTION BY USING SELF-EVALUATION TEACHER TALK (SETT) IN SMPN 13 SURABAYA." ETERNAL (English, Teaching, Learning, and Research Journal) 8, no. 02 (December 31, 2022): 217–35. http://dx.doi.org/10.24252/eternal.v82.2022.a1.
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In teaching, teacher do not only think about the pedagogic goals, material, and activity used. At the same time, the teacher should also think about how effective the interaction used linked to the pedagogic goals. In short, the success of the teaching learning process relies on how the teacher’s interaction in leading the students to achieve the pedagogic goals. From those phenomenon, this thesis analyzes the suitability of teacher’s interaction with the pedagogic goals in teaching English lesson in SMPN 13 Surabaya by using SETT. The research object is an English teacher of SMPN 13 Surabaya who teach in two different classes; A and G 7thgrade. This study practices qualitative method which uses SETT frame work as a means of analysis. In addition, the researcher uses voice recording and interview as a technique to get the data. As a result, the teacher’s interaction is in the form of IRF pattern that mostly uses close question as initiation. In addition, the teacher’s interactional features that often occur is teacher echo, display question and confirmation request. Furthermore, the teacher’s interaction coincides with the SETT framework to lead student in gaining the pedagogic goals. Though, there are some part of interaction that can be improve for better student involvement such as extended wait time, teacher echo and way of scaffolding.
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Larasaty, Gita, and Yutinih Yutinih. "THE ROLE OF CLASSROOM INTERACTION IN STUDENTS’ SPEAKING SKILL (A Case Study Research In Senior High School)." ENGLISH JOURNAL OF INDRAGIRI 2, no. 2 (December 6, 2018): 1–13. http://dx.doi.org/10.32520/eji.v2i2.233.
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This study is aimed at finding out how the role of classroom interaction in students’ speaking skill by showing the role of student-student interaction and student-teacher interaction inside classroom. While, the students often found some problems in learning speaking; one of the problem that they faced was lack of interaction in classroom. According to Warda (2015:2) “lack of interaction in EFL classes, could be the first lead to student’s oral poor productions.” Allwright (1984:156) defined interaction as the fundamental fact of classroom pedagogy- the fact that everything that happens in the classroom happens through a process of live-person-to-person interaction. Classroom interaction then is the one of facilitator to start conversation, as Nunan (1991:50) argued in two-way tasks (conversational interaction), all participants have a piece of informational known only to them which must be contributed to the small group discussion for the task to be completed successfully. The writer used qualitative research design and took one of the kinds of qualitative research method, which is a case study. The data obtained from the triangulation instruments. The first instrument was observation, this instrument helped the writer to find out the real situation in classroom especially the students’ interaction in speaking class, the second instrument was questionnaire, this instrument was to classify and determine how frequently interaction in classroom, the third instrument was the data transcript from interview. The results show that 92% of the students are aware about the important of classroom interaction in their speaking skill and 56% of them need their teacher to be guider as well as motivator with the number 24% to encourage them to interact and speak in the classroom. And students really need the teacher to provide more opportunities to interact with her, which according to their responses 68% of them prefer student-teacher interaction the most. In fact, students seem to know one of good students’ qualities is speaking and interacting in classroom, since refraining classroom interaction and showing no interest will naturally affect their speaking ability.
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Phuc Thi Thanh Tran. "Participatory Learning and Teacher Follow-up Moves – An Investigation of Business English Classes in Vietnam." Middle East Journal of TEFL 2, no. 2 (December 30, 2022): 60–85. http://dx.doi.org/10.56498/441222022.
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This qualitative study, informed by sociocultural theory (Vygotsky, 1978), explores how classroom interaction effects learning potential. Specifically, it investigates the relationship between teacher follow-up moves and student learning opportunities in three business English classes at a Vietnamese university. By examining the functions and prospectiveness levels of teacher follow-up moves, the study provides a detailed analysis, interpretation and discussion of how different types of teacher follow-up moves and their respective levels of prospectiveness shape potentials and possibilities for student learning.
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JIE, GAO, Samah Ali Mohsen Mofreh, and Sultan Salem. "Research on Online Classroom Language between Teachers and Students." World Journal of English Language 12, no. 8 (October 28, 2022): 371. http://dx.doi.org/10.5430/wjel.v12n8p371.
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Under the new situation, online live teaching has become one of the important teaching methods. The verbal interaction between teachers and students is an important explicit behavior in online live teaching. To further improve the quality of teacher-student verbal interaction in an online live classroom, this study constructs a speech interaction behavior coding system for teachers and students in an online live classroom, which is based on the ITIAS teacher-student interaction coding system and Bellack’s interaction structure theory. By observing the online live class of Luoyang No.56 middle school, conclusions are found in terms of interactive structure, the level of interaction, the interactive atmosphere, and the interactive dynamics. Online Classroom Language Between Teachers and Students infulences the effectiveness of the classes greatly. According to the study, the researcher put forward some strategies to improve the effectiveness of teacher-student verbal interaction in online live classrooms. The researcher believed that this research will give important guidance for the development of the school-based online live curriculum, and promote the development of the school-based online live curriculum.
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Liu, Yan, and Wenjin Qi. "Application of Flipped Classroom in the Era of Big Data: What Factors Influence the Effect of Teacher-Student Interaction in Oral English Teaching." Wireless Communications and Mobile Computing 2021 (August 26, 2021): 1–7. http://dx.doi.org/10.1155/2021/4966974.
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Teachers now have a new teaching model to refer to with the emergence of the flipped classroom. The teacher-student interaction is thought to be influenced by teaching mode as a key indicator of improving teaching efficiency. We develop a research model based on a literature review to explain the drawbacks of teacher-student interaction in flipped classrooms with oral English instruction. SmartPLS software was used to analyze the survey data of 84 students from three classes. Emotional resistance has a significant negative impact on the effect of teacher-student interaction in the flipped classroom, whereas learning autonomy and video content quality have a significant positive impact. Our research adds to the body of knowledge in the field of flipped classrooms and provides theoretical support for teachers in colleges and universities who want to use this teaching method.
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Rhamadina, Wiwi, Alek Alek, Nida Husna, and Didin Nuruddin Hidayat. "A Discourse Analysis Of Students-Teacher Pattern Interaction In Elt Classroom." Jurnal Onoma: Pendidikan, Bahasa, dan Sastra 9, no. 1 (May 3, 2023): 446–56. http://dx.doi.org/10.30605/onoma.v9i1.2209.
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This study aims to find patterns of interaction between students and teachers in ELT classes. Participants involved in this study were 32 students and one English teacher. This research is a qualitative research with a descriptive design. This relates to the use of language in a social context, namely interaction or dialogue between students and teachers. The author uses 2 types of instruments, namely observation using the blue print protocol and also recording all English learning activities in the ninth grade of SMP N Toboali. Then after making observations and obtaining all the required data, the authors conducted an analysis using FIAS (Flanders Interaction System Analysis) which consisted of 3 parts, namely the teacher's indirect influence, the teacher's direct influence and students' speech responses. The teacher's indirect influence consists of 3 kinds of interactions such as receiving feelings, praising encouragement, accepting or using student ideas, and asking questions. Then, the teacher's direct influence consists of lecturing or explaining, giving directions, and criticizing or justifying authority. The last is the student's response which consists of the student's speech response, student initiation, and silence. According to the research results, there are four types of classroom interaction research: content traffic, teacher control, teacher support, and student participation. Based on the results of the data found, it shows that the dominant pattern used in this study is student participation, with a total of 54 or 45% of utterances. Hence, it can be concluded that the students of ninth grade students at SMPN 3 Toboali were active during the teaching and learning process in class.
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Watson Todd, Richard Watson. "classroom language of larger and smaller classes." rEFLections 9 (December 29, 2006): 24–40. http://dx.doi.org/10.61508/refl.v9ispecial.114273.
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This paper compares the discourse of two parallel classes, one large and one small by investigating talking time, use of L1, use of student names, questioning, feedback, directives and discipline. The findings show that the two classes differ in terms of the use of student names and the strength and impersonality of directives. For the other issues which primarily concern teacher-student interaction, there are no clear differences between large and small classes.
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Hsiao, Jo-Chi, Ssu-Kuang Chen, Wei Chen, and Sunny S. J. Lin. "Developing a plugged-in class observation protocol in high-school blended STEM classes: Student engagement, teacher behaviors and student-teacher interaction patterns." Computers & Education 178 (March 2022): 104403. http://dx.doi.org/10.1016/j.compedu.2021.104403.
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TAKAHASHI, Takeo, Tsuneaki HAYASHI, Kazuhiro SUZUKI, Katsuhiro HINO, Eiichiro FUKAMI, and Ryuji HIRANO. "The Effect of Teacher Interaction Behaviors on Student Evaluation of Physical Education Classes." Japanese Journal of Sport Education Studies 17, no. 2 (1997): 73–83. http://dx.doi.org/10.7219/jjses.17.73.
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Seo, Young-mi, and Heesook Yoon. "Development and Application of Middle School Remote Inquiry-based Science Instructions." Journal of Field-based Lesson Studies 4, no. 2 (July 31, 2023): 59–78. http://dx.doi.org/10.22768/jfls.2023.4.2.59.
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The purpose of this study is to develop and apply remote inquiry-based science instructions of middle school science subjects that emphasize teacher-student, student-student interactions, and can be experimented at home. and then find out the effectiveness of the classes and students’ perceptions. To this end, seven remote inquiry-based classes were conducted for 18 first graders of middle school. Classes were conducted in real time using the ‘Online Class Video Class’ platform, and interaction tools such as Tinkerbell Board and Google Survey were used. In order to analyze the effectiveness of remote inquiry classes, science core competency tests, and science process skill tests were conducted, and students’ perceptions of remote inquiry classes were investigated. As a result of the survey analysis, the application of remote inquiry classes significantly improved students’ science core competencies, and science process skills. The biggest advantage was that individuals could perform all experiments directly through the use of individual experimental kits. In addition, it was found that communication between teacher-student and student-student was actively conducted during class, and they thought it was helpful in class. Based on the results, effective inquiry-based classes in non-face-to-face remote class situations were discussed.
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Hilliker, Shannon, Barbara Loranc, and Devindi Samarakkody. "Uplifting the well-being of teacher candidates through virtual exchange during COVID-19." Journal of Virtual Exchange 5 (December 19, 2022): 176–92. http://dx.doi.org/10.21827/jve.5.38320.
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COVID-19 is a time of adversity for college students. Different universities have taken different measures to uplift student well-being. Virtual exchange was a tool that improved student well-being, relieved distress, and helped students focus on their studies. This virtual exchange that partnered teacher candidates outlines how effective this measure was for the participants during COVID-19. This study explores how virtual exchange impacted the well-being of teacher candidates when their university classes were moved online. The data for this research were obtained from a questionnaire, with qualitative and quantitative components, given to the teacher candidates of two universities at the end of the semester regarding their experience interacting virtually throughout the semester. Interacting with a virtual partner when all the classes moved online when less in-person interaction was available benefited students in uplifting wellbeing in terms of Positive emotions, Engagement, Relationships, Meaning and Purpose, and Accomplishment (PERMA).
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Wibowo, Andika Cahya Ari. "STUDENT – TEACHER INTERACTION: A CASE OF THE SECOND YEAR OF STATE SENIOR HIGH SCHOOLS IN CEPU." Vision: Journal for Language and Foreign Language Learning 3, no. 2 (October 31, 2014): 25. http://dx.doi.org/10.21580/vjv3i238.
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Abstract The purposes of the study are to Dnd out the amount of lan- guage produced by the teacher (Teacher Talking Time) and by the students (Student Talking Time) and to identify the characteristics of the classroom interaction in the Senior High School English classes. The study involved the second year students and the English teachers of SMA N I Cepu and SMA N II Cepu as the object of the study. Observation method is utilized in the study to collect the data. The study is supported by one thousand four hundreds and forty data which are categorized into the ten categories of Flanders (FIAC). In details, the Drst result of the analysis shows that 70.5 % of the classroom available time was taken by the teacher and the stu- dents only took 21.6 % of the available time during the interaction in SMA N I Cepu. Meanwhile, during the interaction in SMA N II Cepu the teacher took 69.6 % of the classroom available time while the students only took 22.2 % of the available time. The second result shows that the dominant characteristic of the classroom interaction in SMA N I Cepu was Teacher Talking Time while the dominant characteristic in SMA N II Cepu was Con- tent Cross. Keywords : Classroom Interaction, Flanders Interaction Analyze Categories (FIAC), Teacher Talking Time, Student Talking Time, The Characteristics of Classroom Interaction
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Inamullah, Hafiz Muhammad, M. Naseer Ud din, and Ishtiaq Hussain. "Teacher-Student Verbal Interaction Patterns At The Tertiary Level Of Education." Contemporary Issues in Education Research (CIER) 1, no. 1 (January 11, 2011): 45. http://dx.doi.org/10.19030/cier.v1i1.1209.
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The main objective of the proposed study was to explore Teacher–Student verbal interaction patterns at tertiary level education in the North West Frontier Province of Pakistan using Flanders’ Interaction Analysis system. This study was significant because its findings and conclusions may stimulate teachers to improve their teaching behaviour in order to maximize student learning. To achieve the above study objectives, three hypotheses were formulated in the light of Flanders “Two-thirds rule” of teacher-student classroom interaction at the tertiary level, namely, about two-thirds of the classroom time is devoted to talking, about two-thirds of this time the person talking is the teacher and two-thirds of the teachers’ talk is “direct” talk. Twenty-five classrooms at the tertiary level were randomly selected as samples for this study. Twenty-five observations were carried out, one in each classroom, using Flanders Interaction Analysis system to secure the data. To do this, time sampling was used and each classroom was observed for 810 seconds (13.50 minutes) in a 45-minutes class. After obtaining and encoding the data, it was tabulated, analyzed, and interpreted by using percentages, means, and standard deviation. All the hypotheses were supported and it was concluded that, at the tertiary level, more than two-thirds of classroom time was devoted to talking. Thus, talk method dominated in classes. More than two-thirds of the classroom talking time was devoted to teachers talking at the tertiary level with the teachers playing the dominant role. More than two-thirds of the teachers’ talking time was devoted to direct talk, which showed the direct role of the teacher and indirect role of students at the tertiary level.
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Almuntasheri, Saeed. "SAUDI TEACHERS’ PRACTICES OF FORMATIVE ASSESSMENT: A QUALITATIVE STUDY." Problems of Education in the 21st Century 74, no. 1 (December 25, 2016): 6–15. http://dx.doi.org/10.33225/pec/16.74.06.
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Shifting from teacher-centred to student-centred practices requires teachers to understand strategies to interact with students in science classes. Formative assessment strategies are very critical component of classroom interaction where teachers obtain information about student learning wherever possible. Traditionally, however, teachers ask questions and evaluate student responses but without investigating student contributions to the classroom interaction. This qualitative study aimed at developing teachers’ knowledge of formative assessment strategies when teaching science-based inquiry in Saudi Arabia. 12 teachers were observed when teaching science and details of one teachers’ practices of formative assessment is presented in this study. Formative assessment framework that describes assessment conversations is used and modified to observe teachers’ assessment practices. Assessment conversation consists of four-step cycles, where the teacher elicits information from students through questioning, the student responds, the teacher recognizes the student’s response, and then uses the information to develop further inquiry. Findings indicate that teachers ask questions and receive responses but rarely allow students to share their own ideas or discuss their own thinking. The study underlines the importance of integrating formative assessment strategies during scientific inquiry teaching for professional development as a way to increase student participation and allow opportunities for students’ inquiry in science classes. Key words: assessment conversations, formative assessment, science inquiry.
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Cheruvalath, Reena. "Does attending classes help foster human values in college students?" Active Learning in Higher Education 18, no. 2 (June 20, 2017): 143–55. http://dx.doi.org/10.1177/1469787417707616.
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Attending classes develops an ability in students to understand others’ perspectives and help them to interact with their fellow peers in more adaptive ways. Teacher–student interaction and student–student interaction in a classroom facilitate students’ participation in various class activities, which in turn oblige them to regard human values. The arguments for and against mandatory attendance focus only on the academic performance of students, and not on the value gained from being in the classroom, itself. A study was conducted among 160 college students. The result showed that students attending at least 40% of their classes were most likely to endorse human values in comparison to students attending fewer classes.
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MAEd, Mr Jayson D. Pentinio,. "CLASSROOM INTERACTION IN THE PANDEMIC: AN ANALYSIS USING FLANDERS INTERACTION ANALYSIS CATEGORIES SYSTEM." Education & Learning in Developing Nations 1, no. 1 (June 16, 2023): 105–7. http://dx.doi.org/10.26480/eldn.02.2023.105.107.
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Classroom interaction is a relevant means of course content exchange among classroom interlocutors. Unquestionably, interaction between the teacher and the students became a challenge during the pandemic, especially that classes transitioned to the virtual format. In order to help address the problem, this descriptive research was conducted to describe science classroom interaction in tertiary education in the virtual format in the time of COVID-19 pandemic among 22 participants using Flanders Interaction Analysis Categories System (FIACS). The thorough analysis using FIACS revealed that the virtual classroom interaction in the time of pandemic is highly teacher-centred. It was dominated by Teacher Talk, particularly Lecture/Lecturing, which indicates that teachers often act as sage on the stage who gives facts and explains ideas in the teaching and learning process. Also, the virtual classroom interaction was predominantly Content Cross and minorly student-focused which indicates teacher dependence on questions and lectures and least students’ involvement. In this setup, students become passive listeners of content for poor verbal involvement. This justifies the need to upskill teachers on online pedagogy and the use of virtual space, flexible learning interaction and the Art of Questioning to transform teacher-centred classroom interaction and instruction to a learner-focused classroom.
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An, Jiangshan, and Ann Childs. "Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view." Studies in Second Language Learning and Teaching 13, no. 2 (June 29, 2023): 471–93. http://dx.doi.org/10.14746/ssllt.38283.
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Past research has often shown a lack of student output in English medium instruction (EMI) classes (e.g., An et al., 2021; Lo & Macaro, 2012) and this study seeks to identify possible reasons. Guided by literature on wait time (Rowe, 1986) and teacher higher-order thinking questions (Chin, 2007), this study explores whether these two pedagogical moves have the same impact on classroom interaction in EMI science classes. 30 EMI science lessons were recorded from seven EMI high school programs in China, taught by 15 native speakers of English to homogenous groups of Chinese students. Correlation tests showed that when there was more wait time after a teacher question, the students produced lengthier responses with more linguistic complexity, took up more talk time, and asked more questions. However, greater use of teacher higher-order thinking questions, coded by Chin’s (2007) framework of constructivist questions, did not correlate with any student output measures. This suggests that wait time may be a more effective factor leading to more student output in EMI classes than asking higher-order thinking questions. Qualitative analysis showed teachers’ follow-up moves may have also played a role in the limited success of higher-order thinking questions.
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Holfve-Sabel, Mary-Anne. "Learning, Interaction and Relationships as Components of Student Well-being: Differences Between Classes from Student and Teacher Perspective." Social Indicators Research 119, no. 3 (January 16, 2014): 1535–55. http://dx.doi.org/10.1007/s11205-013-0557-7.
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Zhao, Kailing, and Kornsiri Boonyaprakob. "A Case Study of Chinese Students Learning Thai as a Foreign Language: Flanders Interaction Analysis Category System." International Journal of TESOL & Education 2, no. 1 (January 13, 2022): 145–69. http://dx.doi.org/10.54855/ijte.222110.
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Interaction in foreign language classrooms has been regarded as a key factor in enhancing learning outcomes (Allwright, 1984; Ginting, 2017; Hanum, 2016). This study examined interactions in a specific university classroom context in Thailand where 28 Chinese students were learning Thai as a foreign language with a Thai teacher. It employed a mix-method design. Quantitative data were gathered based on a modified Flanders’ model (Flanders Interaction Analysis Category System or FIACS), and the qualitative data were gathered from classroom observations. The analysis of 90-minute video records and field notes from the observations of three classes reveal the domination of teacher’s talk (77.59%), and the minimal students’ talk (6.16%). Besides, silence time occupies 16.25%. Out of the total of 22 categories of interaction, no student talk can be categorized as an initiation of talk, and no teacher talk can be categorized as procedural lectures and assigning homework. Characteristics of the interaction varied according to the quantity and categories of talk. Transcription of verbatim from the videos reveals details of the interaction. Findings suggest that quantity, category, and characteristics of talk are interrelated and must all be improved together to increase the quality of interaction to affect student learning outcomes.
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Sung, kyunghwan, and dongtaik Kwon. "Anaysis of teacher⋅student interaction and nonverbal communication behavior patterns in elementary inquiry classes." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 3 (March 15, 2022): 447–64. http://dx.doi.org/10.22251/jlcci.2022.22.3.447.
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Pestean, V. "Didactic Approaches for a Quality Digital Learning." 12th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 12, no. 1 (October 8, 2021): 31. http://dx.doi.org/10.35609/gcbssproceeding.2021.12(31).
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The research whose result is illustrated in this paper investigates the ways in which teachers overcome the temptation to limit the lesson only to content delivery and assessment. This paper identifies and explains the types of interactions facilitated by teachers during online classes. An important part of the paper is intended to clasify the most successful techniques that stimulate synchronous and asynchronous interactions in teacher-student relationship in primary school. The professional experience of the teachers included in this research is explored and capitalized on, in order to decide on the right ways for connection, as well as productive interaction in the online environment. Keywords: Interactions Facilitated, Online Classes, Connection And Productive Interaction In The Online Environment
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Almalki, Amal M., and Mona Sabir. "Building Learning Communities in Saudi EFL Online Classes." World Journal of English Language 12, no. 8 (October 25, 2022): 313. http://dx.doi.org/10.5430/wjel.v12n8p313.
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The transition from on-campus to online classes during Covid-19 pandemic has emphasised the role of online learning. Therefore, teachers need to adjust their teaching strategies to help students interact in this new learning environment. One of the methods that help to engage students in online classes is building learning communities. The aim of the present study is to explore the various strategies that teachers can implement to build learning communities in Saudi EFL online classes and investigate students’ perceptions of the use of these strategies. The researchers collected data in two stages. The first stage involved conducting interviews with 11 EFL teachers. The second stage involved a questionnaire that was based on the teachers’ interview responses and was utilized to obtain the perception on teachers’ strategies from 275 EFL students. The results indicate that EFL teachers implement various strategies that promote teacher-student interaction, student-student interaction, and student-content interaction. Moreover, the results show that EFL students have a positive attitude towards the implementation of these strategies in the context of Saudi EFL online classes. It is suggested that learning communities could be developed through the implementation of teaching strategies that promote classroom interaction.
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Oktavianty, Erwina, Reni Marlina, Hamdani Hamdani, Syaiful B. Arsyid, and Raga Patria. "Teacher-Student’s Interaction Analyzes on Physics Learning through Lesson Analysis (Case Study: Lesson Study Implementation in SMA Pontianak)." Jurnal Ilmiah Pendidikan Fisika 6, no. 3 (November 18, 2022): 479. http://dx.doi.org/10.20527/jipf.v6i3.5113.
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Through lesson analysis, this research analyzed teacher interaction in science classes, particularly in physics classes in one of the secondary schools at Pontianak, West Kalimantan. A qualitative method is used in this study by analyzing tape recording and video. This study has four stages of implementing lesson study cycles. It starts with planning lesson design, implementation with observation containing student and teacher responses during the lesson, reflection, and revised lesson design. Video tapped, and transcripts are employed in each lesson. The analysis showed that a teacher dominated the lesson at 62.3%, while students only made up 37.4% of the total conversations during their lessons. Knowing the interaction of teacher and students in the learning process could help the teacher to make improvements in learning based on reflections from the responses of students and teachers.
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Rugen, Brian. "When nontraditional meets traditional: Understanding nontraditional students through classroom discourse analysis." Language Teacher 34, no. 6 (November 1, 2010): 14. http://dx.doi.org/10.37546/jalttlt34.6-2.
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Nontraditional students often have different learning styles and individual needs compared to their younger classmates. They are generally highly motivated and have a more fully developed set of life skills as well. In Japan, as the number of nontraditional students increases, one concern that needs to be addressed involves the learning conditions language teachers create for increasingly mixed classes of traditional and nontraditional students. This paper demonstrates how classroom discourse analysis, as a form of teacher research, can address this concern. By studying the patterns of interaction with and between students, a teacher can gain a better understanding of how nontraditional students are positioned in classroom contexts and how this positioning may afford or deny opportunities for learning. First, I discuss classroom discourse analysis and offer a few practical suggestions on how teachers can get started researching the patterns of interaction in their own classrooms. Then, I present an example of my own teacher research on classroom interaction from an oral communication class. The example illustrates how a classroom interaction between a nontraditional student and teacher fails to affirm the L2 identity a nontraditional student fashions in the conversation.
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Bazán-Ramírez, Aldo, Néstor Miguel, María Elena, Jorge Guerrero-Barrios, and Roberta Brita. "Observational Record and Self-Report of Teacher-Student Performance in High School Lessons." International Journal of Educational Methodology 8, no. 3 (August 15, 2022): 479–91. http://dx.doi.org/10.12973/ijem.8.3.479.
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<p style="text-align: justify;">There are different strategies to analyze teacher and student performance when they interact with each other in class. The most used strategies are direct observation and verbal reports. Even though what is observed or reported depends on theoretical frameworks regarding didactic interactions, these must be related to teacher functions such as supervision, providing feedback, and evaluation of student performance. In this study, instruments for observational recording and verbal reports were developed and validated considering teacher functions and their student performance counterparts to compare the degree of correspondence or divergence between data gathered from both strategies. 135 students enrolled in a science class and their teachers participated. The class was taught in a public high school located in center/south Mexico. Classes were videotaped and the corresponding observational records were analyzed. Two months later, verbal reports were administered to students and teachers. Coincidences and differences that were found revealed that observer-observe interaction is conditioned by social norms. These results were interpreted considering the notion of silence as a communicative element.</p>
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Goh, Swee Chiew, and Barry J. Fraser. "Validation of an Elementary School Version of the Questionnaire on Teacher Interaction." Psychological Reports 79, no. 2 (October 1996): 515–22. http://dx.doi.org/10.2466/pr0.1996.79.2.515.
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This article is a report of the adaptation of the high school version of the Questionnaire on Teacher Interaction for use in elementary schools. Based on an eight-sector circumplex defined by the two axes of Dominance-Submission and Cooperation-Opposition, the questionnaire assesses interpersonal behavior of teachers and students for the eight dimensions of Leadership, Helping-Friendly, Understanding, Student Responsibility-Freedom, Uncertain, Dissatisfied, Admonishing, and Strict behavior. When the revised questionnaire was administered to 1,512 students in 39 fifth-grade classes of 13 randomly selected elementary schools in Singapore, each scale exhibited satisfactory internal consistency reliability and predictive validity for two levels of analysis (the student and the class mean) and differentiated between classes. Girls consistently rated the teachers' interpersonal behavior more favorably than did boys.
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Karnasih, Ida, and Wahyudi Wahyudi. "Exploring Student Perceptions on Teacher-Students Interaction and Classrooms Learning Environments in Indonesian Mathematics Classrooms." Southeast Asian Mathematics Education Journal 2, no. 1 (November 30, 2012): 89–125. http://dx.doi.org/10.46517/seamej.v2i1.20.
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Research studies in education that focus on classrooms and school-level learningenvironments have escalated and produced promising findings that lead to enhancement of the teaching and learning process. The present study reports on the research findings on associations between students’ perceptions of their teacher interaction, classroom learning environment and students’ outcomes. A sample of 946 students from 43 classes in Indonesia schools completed a survey including the Questionnaire on Teacher Interaction (QTI), What is Happening in This Class (WIHIC) and a scale relating to their attitude towards mathematics classes. Statistical analysis shows that the reliability and validity ofthe WIHIC and the QTI were confirmed. Cronbach alpha coefficients ranged from 0.66 to 0.85 and from 0.62 to 0.92 for the actual and preferred versions of the Indonesian version QTI, respectively. For the Indonesian version of WIHIC, Cronbach alpha coefficients of seven scales ranged from 0.80 to 0.91 for actual version, and from 0.78 to 0.92 preferred versions. The relationships of classroom environment and interpersonal teacher behaviour with students' attitudinal outcome were identified. Finally, suggestions on the use of the two instruments for teacher professional development were offered.