Classroom Communication Research Articles

A comparative study of how teachers communicate in deaf education classrooms.

This study investigates the communication practices of four teachers in 3rd to 6th grade classrooms with 9 deaf students with limited language proficiency and in stages of emergent writing development. Analyzing language modalities, utterance types, and class interactivity, we found that teachers using American sign language used student-centered approaches, generating a greater number of directives and responsive utterances. They persevered in increasing students' engagement and were successful in clarifying misunderstandings. Teachers using spoken English used teacher-centered approaches, making general comments directed at the whole class, which consequently reduced student participation and responsiveness. They also largely avoided repairing communication breakdowns with emergent writers, focusing instead on those with greater auditory and speaking abilities. These patterns reveal disparities in classroom communication that can affect student learning. Our findings highlight the need for teacher preparation programs to equip teachers with skill sets to employ accessible and effective communication during instruction, especially with deaf students who are still developing foundational language and writing skills.

Review of Dimova, Kling & Margić (2023): EMI Classroom Communication A Corpus-Based Approach

Review of Dimova, Kling & Margić (2023): EMI Classroom Communication A Corpus-Based Approach

The Use of Illustrators by Bahdini Kurdish Teachers in EFL University Classrooms

This study investigates the various kinds of illustrators that male and female Bahdini Kurdish (BK) lecturers perform in EFL university classes. In this area of study, there is still a lack of research on the impact of nonverbal cues on university-level teaching and learning processes when it comes to classroom communication between instructors and students. Ten university instructors, both male and female, were chosen as a sample for the study. Data was gathered from the lecturers using a descriptive observation method based on the illustrator classification system developed by Ekman and Friesen (1969, 1972). According to the results obtained from using excel sheets, the majority of lecturers employed deictic movements in their classes, followed by kinetographs and spatial movements. In terms of gender, females made up a large share of illustrators, except for ideographs.

English Learning Strategies Supported by Wireless Communication Modules and Their Application in 5G

In this study, a simplified strategy for the English assistance model was provided to overcome the limitations of current school English display settings and increase the scope of 5G innovation. This study uses a learning strategy based convolutional neural network (LS-CNN) to determine the execution of college English learning strategies. This article breaks traditional school English learning strategies by integrating 5G, which significantly improves classroom communication. In addition, this development approach may improve the standards of English performance in various methods, while strictly and purposefully adhering to the display guidance of “displaying substitute actors based on their skills”. The early findings of the review revealed that the proposed method focuses on the weaknesses of the standard English display model used in universities, while improving the mental abilities of substitute actors in various fields, including listening, talking, reading, and composing.

Applied Communication in Classrooms: Tips for Teachers to Enhance English Communication among Tribal Learners in India

English language communication has a significant role in current culture. Teaching English language communication inside the classroom is a difficult task since it is directly linked to the outer world. Teaching Tribal learners how to communicate in English or to make them communicate more effectively is a difficult task. By analyzing tribal learners and the learning facilities that exist in India, this paper discusses some of the effective ways and methods to teach these students to help them communicate and express their views in English, which is an important need. Additionally, the technologically assisted applications which might help teachers in teaching English communication are also discussed. This study promises to provide readers with a thorough understanding of the need of inclusive education and the importance of address the disparity regarding English language learning and communication.

Exploring English Communication Teachers’ Perception of TBLT W.R.T Communication Classrooms in Indian Engineering Colleges in NCR

Exploring English Communication Teachers’ Perception of TBLT W.R.T Communication Classrooms in Indian Engineering Colleges in NCR

To talk or to remain silent? Foreign language enjoyment and perceived classroom climate as drivers of change in Chinese EFL learners’ willingness to communicate: a latent growth curve analysis

ABSTRACT Classroom communication helps learners ameliorate their language proficiency, particularly speaking skills. Considering this, factors that bring favorable variations in language learners’ willingness to communicate (WTC) need to be identified. To address this need, many SLA researchers have strived to disclose the predictors or antecedents of L2 learners’ WTC. However, no researcher has examined the internal and external sources of this variable and the growth of L2 learners’ WTC via complexity-informed approaches. To bridge the gaps, using latent growth curve analysis (LGCA), the present study investigated the rate of change in Chinese EFL learners’ WTC at the beginning, middle, and the end of the semester and measured the role of foreign language enjoyment (FLE) and perceived classroom climate in predicting Chinese EFL learners’ WTC. To accomplish this, three self-report scales were administered to 894 EFL learners at three different times. Results indicated that Chinese EFL learners’ WTC significantly increased during the semester and uncovered that FLE and perceived classroom climate brought positive and significant variations in Chinese EFL learners’ WTC. The findings would be of great help to language teachers, notably English teachers, in raising L2 learners’ WTC.

Teachers’ goal communication in Nordic mathematics classrooms

Teachers’ goal communication in Nordic mathematics classrooms

Successful Teaching Strategiesand Practices in EFL Virtual Classrooms: A Qualative Study For Analyzing Several Studies and Practices

Objective: The current study intended to identify successful teaching strategies and practices in EFL virtual classrooms and to build a proposed model for designing teaching strategies and successful practices in virtual classrooms. Theoretical Framework: The research concerns itself with studies that concentrate on applications of artificial intelligence, adaptive learning, teaching methods, communication, and interaction in EFL virtual classrooms. Method: the study adopted the qualitative documentary method as the paradigm of qualitative research through extensive qualitative analyses of the contents of several previous studies. Results and Discussion: The study obtained results that comprised several successful teaching strategies in EFL virtual classrooms and a proposed model for designing teaching strategies in virtual classrooms. Research Implications: In addition to these results,this study presents numerous teaching strategies and successful practices in EFL virtual classrooms that help teaching faculty, teaching cadres in a virtual classroom environment. It also gives a proposed model for successful teaching strategies and practices in EFL virtual classrooms that aids e-learning designers in designing teaching strategies in a virtual classroom environment. Originality/Value: This study is amongst the first to investigate successful teaching strategies and practices in EFL virtual classrooms especially in the context of arabian countries .

The Impact of the Application of Multiple Intelligence Theory on Classroom Communication

The Impact of the Application of Multiple Intelligence Theory on Classroom Communication

Preparing Students for Communicating in Business: A Framework for Informing Literacy Practices

Preparing students to communicate in business has often been an overlooked area within literacy studies. With current calls by Cardon et al. (2024) to focus on core competencies in the business communication classroom with the emergence of generative AI, it is more important than ever to remember Berkenkotter and Huckin’s (1994) explanation that students will always learn in a form of “situated cognition embedded in disciplinary activities” (p. 3). This project, as a result, provides a framework to explore student experiences with business communication before students arrive on a college campus to better inform higher education stakeholders.

Use of Interaction for Enhanced Communication in Engish as a Second Language Classroom

Introduction: The acquisition of English as a Second Language (ESL) is in demand due to globalization. Although educators apply different techniques in teaching the English language effectively; acquiring a second language should incorporate interaction to facilitate both educators and learners to communicate effectively. Objective: This review aims to empower educators to incorporate interaction into active learning within the ESL classroom by exploring valuable insights from scholarly perspectives, encompassing various types of interaction, interaction principles, the pivotal roles of teachers, and a diverse range of activities to enhance communication in ESL classrooms. Methodology: A standardized methodology was deployed in this review. The literature review was carried out using keywords related to ESL classrooms and interaction to search for scholarly articles and books from 1978 to 2023. Non-peer-reviewed sources and non-English language studies were excluded. The extracted data were thematically analyzed. Results: The review identified student interaction as a fundamental element in the acquisition of English as a second language. Further, it was found that various interaction types, peer interaction, interactive principles, the teacher's role, and classroom activities are conducive to enhanced communication in ESL classrooms. Conclusion: Interaction stands as an indispensable foundation for achieving success in the acquisition of English as a second language. The factors discussed in this review empower educators to seamlessly integrate interaction into second language acquisition.

Teachers’ Perceptions, Attitudes and Competency on Internet, Communication, and Technology Integration in the EFL Classroom in Indonesia

<p style="text-align:justify">This study sheds light on perceptions and attitudes toward obtaining competency of English teachers at Senior High Schools regarding the integration of Internet, communication, and technology (ICT) in the English classroom in Indonesia. The research involved 113 English teachers from 11 different sub-districts in Riau Province-Indonesia, and data were collected through online questionnaires utilizing Google Forms. Quantitative data were analyzed using SPSS 24.0, while qualitative data were analyzed using a three-stage analysis involving data reduction, data display, and verification. The study’s findings revealed positive perceptions and favorable attitudes toward the integration of ICT in EFL classrooms. Importantly, EFL teachers’ competency in ICT significantly influenced their teaching performance. Qualitative insights highlighted obstacles faced by English teachers, such as limited internet networking and inadequate facilities, impacting their experiences due to the absence of ICT training and socialization from schools. Based on the findings, there is an urgent need to address challenges faced by teachers in rural areas, emphasizing the pivotal role of ICT for effective teaching and learning in EFL classrooms.</p>

Instructors’ presence and communication strategies on student engagement in asynchronous online classes

This study investigated the factors influencing student engagement in asynchronous online classes, focusing on the roles of instructor presence, communication strategies, and demographic profiles. Data were collected from 385 college students employing moderated mediation with parallel mediators. The results revealed significant direct effects of instructor presence and communication strategies on student engagement, highlighting the pivotal role of these factors in shaping the online learning experience. Specifically, stronger instructor presence and effective communication strategies corresponded to higher levels of student engagement, emphasizing the importance of fostering supportive interactions and facilitating meaningful communication in virtual classrooms. Mediation analyses further clear the pathways through which these factors influence student engagement. Perceived instructional support emerged as a robust mediator between instructor presence and engagement, underscoring the significance of establishing a supportive learning environment. Additionally, technology self-efficacy played a modest yet significant role in mediating the impact of instructor presence and communication strategies on student engagement, highlighting the importance of students’ confidence in utilizing technology for academic purposes. While moderation analyses did not reveal significant effects of demographic profiles on the relationships between key variables, the findings underscore the universality of effective teaching practices in fostering student engagement across diverse student populations. These findings have important implications for online teaching practices and educational policies, emphasizing the need to prioritize strategies that enhance instructor support, foster effective communication, and promote technological proficiency among students. By addressing these factors, educators and institutions can optimize the online learning experience and promote meaningful engagement among students in asynchronous online classes.

Utilizing communication strategies to enhance reflective learning in Ethiopian EFL classrooms

Various studies have extensively examined classroom communication patterns in active language learning classrooms at higher education levels. However, research in the Ethiopian context is limited. While these studies contribute significantly to the field, they neglect to explore classroom communication patterns in reflective classroom practices. This study aimed to evaluate the communication patterns used by English as foreign language instructors in facilitating reflective learning within the Communicative English Language Skill Course at Hawassa University. Guided by constructivist theory, the research adopted a descriptive qualitative case study design within the interpretative paradigm. Ten certified Higher Diploma Program instructors teaching the course were purposefully selected for data collection through classroom observation and semi-structured interviews. Both datasets were audio-recorded, transcribed, and thematically analyzed. The findings revealed three communication patterns: instructorto-student, student-to-student, and student-to-instructor. The instructor-to-student pattern was the most commonly observed across all classes, characterized by instructors posing questions and students engaging in individual and collective reflection. However, the student-to-student pattern was rarely observed, particularly during group activities, and students often struggled to express their views due to time constraints. Additionally, there was limited communication between students and instructors, even when students had the opportunity to ask questions or give feedback. Despite instructors' efforts to establish rapport with students, reflective learning was not adequately facilitated through student-to-student and student-to-instructor communications. In conclusion, communication patterns in fostering reflective learning faced limitations, primarily due to insufficient opportunities for student reflection and inadequate time allocation for the reflection process, impacting its effectiveness.

Book Creator for Presentational and Interpersonal Communication in the Dual Immersion Classroom

Book Creator for Presentational and Interpersonal Communication in the Dual Immersion Classroom

Classroom communications post pandemic: a case study

This cross-sectional case study (n = 20) took place in Qatar over a 3-month period spanning from September until the end of November in 2021. It examined the impacts of a post-COVID classroom arrangement that incorporated preventive measures like social distancing and the use of face coverings. Using the case study methodology, we employed two qualitative research methods, namely non-participant observation and semi-structured interviews, to gather primary data. We also conducted an extensive literature review to identify the key themes for investigation in the field. The primary focus of our study was on proxemics (personal space and crowding), technology (Zoom), non-verbal communication, and ergonomics (lighting and acoustics). Our study uncovered new areas for future research, particularly in how proxemics change in socially distanced classrooms, affecting personal space and perceptions of crowding. Additionally, it highlighted themes in post-pandemic classroom design, emphasizing the impact of factors like seating arrangements and available amenities (e.g., pinup walls) on student engagement, especially in design-studio classrooms. The study also revealed unexpected challenges, such as issues with microphone usage due to users’ lack of familiarity with their operation. In summary, the research underscores the ongoing importance of adaptable learning methods and communication strategies, particularly in response to preventive measures like social distancing and face-covering, which have reshaped our concept of personal space and emphasized the crucial role of telecommunication in crisis resilience for communities and organizations.

THE IMPORTANCE OF NONVERBAL MESSAGES IN INTERCULTURAL CLASSROOM

This paper discusses the importance of non-verbal communication in the intercultural classroom. Communication involves the presentation of ideas and feelings to others. People communicate because they want to influence the understanding of others, the attitude and the actions of others whether they agree or not on the issue. In addition, communication is also a two-way process in which both parties must respond to any information that is communicated. Without realizing it, non-verbal communication is complementary to verbal communication. This non-verbal communication is an important message form as it can interpret the emotion, personality, purpose and social status of a person.

Building Critical AI Literacy in the Business Communication Classroom

Building Critical AI Literacy in the Business Communication Classroom

Examining How Semantics Influences Communication in the Classroom

This study explored how students’ cognition is shaped by their cultural background and the function of semantics in classroom communication. To examine open-ended questions, the researcher employed a qualitative technique called thematic analysis. Fifty participants from level 4, English Language Unit, Preparatory Studies Centre, the University of Technology and Applied Sciences, Salalah, the Sultanate of Oman involved in the study. Some important conclusions emerged from the analysis. Students first stressed the need for semantics in maintaining comprehension and preventing misconceptions. Second, students’ interpretations of meaning were impacted by their cultural origins, underscoring the importance of culturally sensitive instruction. Third, when it came to understanding semantic ideas, students favored interactive learning techniques like role-plays and conversations. Fourth, teaching semantics was not like teaching other language issues; to close the theory-practice gap, additional real-world examples were needed. Lastly, students thought that adding exercises to enhance semantic awareness would help them communicate more effectively. These results imply that using participatory, culturally aware teaching strategies might enhance students’ communication and semantic awareness in heterogeneous classrooms.