Classroom Discourse Research Articles

Sceptical teacher and silent students: a case study of teacher changes during a teacher professional development programme

ABSTRACT This study focuses on an intervention programme designed to foster collectivity in classroom dialogue during sixth-grade language arts lessons, incorporating a coaching-based approach grounded in real classroom experiences. Specifically, we examine how this programme affected the beliefs and practices of a sceptical teacher in relation to increasing the participation of all her students in the classroom discourse. Centred on a case study of one teacher, the research uses multiple data sources, including video-recorded lessons and reflective interviews. The analytical approach is interpretative, taking into account the role of the researcher in influencing the observed phenomena. The intervention involved a video-stimulated reflection on a lesson leading to an impasse because the teacher could not work with all of the students due to her deficit beliefs about the students. In our analysis, a distinctive cyclical model encompassing six steps was introduced to delineate the evolution of the teacher’s beliefs. This model emphasises the crucial role a researcher plays in teacher learning, particularly in providing emotional support and aiding in the collaborative construction of teaching methodologies. Video recordings combined with ‘reflexive noticing’ made it possible for the teacher to recognise alternative interpretations of silent student interactions, thus challenging the previous deficit models. Recognising an impasse – an emotionally intense point of confusion – is essential in the process of belief alteration. The research suggests that while reflection is important, it alone is not sufficient; genuine change arises from teachers’ efforts to address and navigate confusion and impasse in their practices.

Seni Mural Sebagai Media Pendidikan Seni Rupa: Mendorong Kreativitas dan Penyampaian Ekspresi Siswa.

Mural analysis as a means of character education at an early age is an effective and creative effort. Murals, paintings or paintings on walls, can teach positive values and character to children. This article outlines how murals can be used in character education, including teaching positive values, providing real examples, developing creativity, strengthening school identity, addressing social problems, and enhancing independence. A mural drawing on the theme "Developing Good Character in a Beautiful World" is presented as an example of visual concepts. The steps of development and implementation of murals, including character values selection, concept design, collaboration with children, and evaluation, are described in detail. Mural evaluation as a character education medium involves observation, child feedback, classroom discussions, interviews with teachers and staff, as well as parental involvement. The evaluation steps include initial target identification, observation of children's actions, safety evaluation and mural care, quotation and description studies, and follow-up to improvements. Periodic evaluation is required to ensure the effectiveness of murals in creating a learning environment that supports the development of positive character of children.

True Elements: leveraging opportunities for growth

Research methodology The research methodology used for this case study follows a comprehensive approach, combining both primary and secondary sources to ensure a well-rounded understanding of the subject. Primary sources include in-depth interviews with the founders of the company, providing valuable firsthand insights into their experiences and decision-making processes. Multiple company visits were also conducted, enabling a closer examination of the operational aspects and allowing for a more holistic perspective on the case. Complementing these primary sources, secondary sources were used, consisting of a diverse array of articles from leading journals, newspapers, magazines and other reputable sources. These secondary sources offer a broader context and perspective, enriching the case study’s content and ensuring a robust foundation for classroom discussion and analysis. Case overview/synopsis True Elements was a clean health food brand that emerged from the vision of Mr Sreejith Moolayil and co-founder, Mr Puru Gupta, who recognized the potential of promoting healthy foods in India inspired by the health-conscious lifestyle that they observed during their work tenure in China. The co-founders began their entrepreneurial journey in 2011 with “Healthy World” kiosks inside IT company campuses in Delhi, Mumbai and Pune. However, early challenges surfaced as the target market narrowed. Undeterred, the founders sought innovative solutions to expand their reach and created “True Elements” – a brand that resonated with health-conscious consumers given its positioning as a clean and minimally processed food brand devoid of chemicals, preservatives and added sugars. True Elements excelled in the online market and catered to a few offline markets. To sustain and augment their success, the entrepreneurs sought a strategic partnership and succeeded with Marico Ltd. However, challenges remained on the horizon. One was the need to appeal to a new target group: the 25–45 age group with a lower monthly income of INR 30,000. Another pressing question was exploring the entry into the modern trade sector. Complexity academic level This case can be taught in undergraduate and post-graduate business management programs for marketing, strategy and innovation and entrepreneurship related courses. Apart from that, this case can also be discussed in incubator programs as cases highlighting entrepreneurship can facilitate discussions among early-stage founders, providing practical insights and lessons for their ventures. This case also can be discussed very effectively in management classes for working executives.

Resident training to optimize patient-focused menopause management: a multispecialty menopause curriculum to enhance knowledge and preparedness.

Surveys of residents in obstetrics and gynecology, internal medicine, and family medicine have demonstrated low levels of knowledge and comfort in treating patients with menopausal symptoms, suggesting a need for improved training during residency. To address this problem, we used a flipped classroom design to deliver a novel menopause curriculum for medical residents. The curriculum included six podcast episodes followed by an interactive case-based classroom session. We then assessed effects of the curriculum on the residents' knowledge and preparedness to manage menopause symptoms. We targeted 200 residents (43 obstetrics and gynecology, 86 internal medicine, and 71 family medicine) from six residency programs from 2019 to 2020. Of these, 115 (58%) completed both pre- and postcurriculum assessments, including a 15-item knowledge test and self-ratings of their knowledge, comfort, and preparedness to manage menopause. Following the curriculum, the proportion of correctly answered knowledge questions rose from 60.8% to 79.1% (+18.3%; 95% confidence interval, 15.4-21.2; Cohen's d = 1.2). Improvement did not significantly differ by specialty or year of residency. There were higher gains for residents who listened to the entirety of all six podcast episodes ( b = 11.4, P < 0.001) and who attended the classroom session ( b = 11.6, P = 0.003). Residents' self-ratings of knowledge, comfort, and preparedness also improved following the curriculum across all medical specialties (Cohen's d = 0.47-1.2). Residents rated the podcast format as convenient (73%) and effective (65%) compared with an equivalent amount of reading. Pairing a podcast with a classroom discussion was found to be an effective combination for improving menopause knowledge.

Research on the Ecological Orientations of College English Classroom Discourses

The importance of language dimension in classroom teaching is self-evident. The analysis tools that can be used to analyze classroom discourses is particularly important. This study adopts a discourse analysis approach from an ecolinguistic perspective to explore the ecological nature of classroom discourse in a college English class. The research focuses on four dimensions: classroom discourse subjects, classroom discourse environment, classroom discourse content, and classroom discourse interaction. The findings reveal imbalances in the ecological nature of classroom discourse in college English classes, manifesting as unequal discourse subjects, a lack of ecological discourse environment, monotonous discourse content, and insufficient discourse interaction. Corresponding improvement suggestions are proposed to promote ecological balance in classroom discourse and enhance teaching effectiveness.

Study on the Status Quo and Cultivation Strategies of English Teachers' Classroom Discourse Competence of English Normal Students

The English education reform in primary and middle schools poses a great challenge for English teacher trainees as future front-line teachers. They not only need to master subject-specific knowledge and educational expertise , but also need to have a concept that English subject has played an important role in cultivating students’ holistic development. In this context, English teachers with accurate and expressive pronunciation can serve as role models for students, but also lay a solid foundation for beginners' pronunciation. The standardized and appropriate teachers' classroom discourse in achieving teaching objectives and developing various teaching activities should be emphasized, and the research on the strategies on the cultivation of English teachers' classroom discourse competence among English majors in normal universities, also known as English normal students, need to be carried out. In view of this, this paper first clarify the overall objectives of the English curriculum in primary and middle schools, which is the main theoretical basis of this paper, and then explores the effective strategies for cultivating English normal students' classroom discourse competence, based on the observation and analysis of English teachers' classroom discourse proficiency.

An Analysis on English Teachers’ Effective Classroom Discourse and Its Interactive Model Innovation with the Assistance of Artificial Intelligence

Abstract The rapid evolution of technology catalyzes innovation in English teaching methodologies, rendering traditional approaches—predominantly reliant on singular language modalities—insufficient for modern educational demands. This paper introduces a multimodal English teaching model anchored in multimodal discourse analysis and interaction theory to address these evolving needs. Utilizing a dual threshold extraction algorithm for chunked cumulative frame difference, the model effectively identifies semantic key frames during multimodal English instruction. Additionally, it incorporates a composite convolutional neural network that merges spatio-temporal features to delineate the dynamics of the teaching videos, further enhanced by the LK optical flow method. The integration of a pre-interactive LSTM decoder facilitates the fusion of video and textual features, culminating in the construction of an annotated English teaching video model. This model was applied to analyze the classroom discourse of high school sophomores’ English teachers in X city. Analysis revealed that the duration of classroom discourse varied between 14 to 19 minutes per session, with the introductory segment alone accounting for 307.54 seconds—12.81% of the total lesson duration—of purely linguistic content. Furthermore, the average number of questions posed by teachers per lesson was 73.17, indicating a high reliance on verifying discourse strategies, which constituted 92.22% of the discourse. This technological approach to analyzing classroom discourse provides novel insights and valuable references for refining English teaching strategies, demonstrating the effectiveness of integrating advanced computational techniques in educational settings.

A Study on High School English Teacher’s Feedback Based on Conversation Analysis Theory: Taking Listening and Speaking Class as an Example

The English Curriculum Standards for Ordinary High Schools puts forward that teaching should focus on the improvement of students' language ability. The interaction between teachers and students is an important part of the classroom and one of the most important ways to improve learners’ language ability. English teachers’ classroom discourse is an important medium for English teachers to organize classroom teaching and impart knowledge. Classroom turn-taking can reflect the fluency, quantity and style of classroom communication. Based on the theory of conversation analysis, this research takes one of the 15th National High School English High-Quality Classes as the research object, listening and speaking lessen as the research class type, and transcribes and analyzes classroom teaching video. Through the research, this research aims to find the types of teachers’ classroom feedback used frequently in classroom and the influence of teachers’ discourse pattern on students’ turn-taking. And the writer finds that teacher tends to use single positive feedback most frequently in classroom, and IRF discourse pattern is the major discourse structure in the classroom. So students have a little chance to get the turn from their teachers and most of the time the class is still dominated by the teacher，and students don’t need to open a new turn.

Translanguaging Spaces in the Educational Setting: The Case of English Senior High School Teachers

Translanguaging is about effective communication, not about language itself. It is the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages, in order to maximize communicative potential (EAL Journal, 2016). This study has the benefit to determine the inclusion of translanguaging as a pedagogical tool and its effects on the teaching process in a classroom. The primary objective of this study is to thoroughly examine and analyze the underlying factors that influence teachers’ utilization of translanguaging in class discussions, while also identifying and addressing the potential barriers and obstacles they may encounter in implementing this approach. By delving into the motivations and challenges faced by instructors when employing translanguaging as a pedagogical tool, this research aims to shed light on best practices for its successful integration in classroom discourse. The participants of this research are the English Senior High School teachers who have the expertise of English related subjects in the Senior High department. Qualitative design is utilized in this research as it showed the use of translanguaging in an online class and multilingual classroom. Hence, it is investigated through a review of the teachers’ lesson plan, class observations and validation interview. The validation interview is used to check and prove the accuracy and the reasons of teachers in using translanguaging in class. The research investigates the effective translanguaging practices of the English teachers through categorizing them in language patterns and thought process diagrams. Hence, the findings revealed that translanguaging affects the teaching process in a class and was considered as an assistance in achieving the integration of the subject matter and deeper understanding of the topic that resulted in positive feedback and high scores from formal assessments of the students.

Exploring Pedagogical Interactions: A Critical Discourse Analysis of College English Teaching in Chinese Media Colleges

This study employs Critical Discourse Analysis (CDA) to investigate the complexities of interactive classroom discourse within the context of College-level English education in Chinese media colleges. Specifically, the study focuses on a reading session that took place in a freshman English class, with the aim of evaluating classroom interactions. The primary objective is to interpret the recurring patterns of interactive feedback exchanged between teachers and students during these sessions. The investigation draws insights from the tape-recorded and closely examined lessons of two English teachers, revealing the dynamics of language use within the educational context. By applying CDA, this study seeks to reveal the underlying structures and power relations embedded in classroom discourse, shedding light on how language functions as a tool for both teaching and learning. The significance of this research lies in its potential to enhance our understanding of effective pedagogical strategies and communication dynamics in language education settings. The findings aim to contribute valuable insights to educators, curriculum developers, and researchers, promoting a more informed, innovative and thorough approach to language instruction in the college context.

Using Fast Feedback Method to Enhance Students’ Learning in Chemistry: A Case Study in Yilo Krobo Senior High School

Traditional practices by which teachers give feedback to students during classroom discourse have been challenged. The research found out how students get information about how well they are doing in chemistry class, which is the actual feedback that chemistry teachers give to their students. The study again suggested FAST feedback method as an ideal way of giving feedback to enhance students learning during chemistry lessons. FAST is an acronym for frequent, accurate, specific and timely. An exploratory-survey design was adopted for the study and a sample of 865 chemistry students and 20 teachers, (n=885), responded to the instruments. 795 students and 20 teachers were involved in the pre-intervention survey and 70 students were involved in the post-intervention survey. Data was collected using questionnaires, interviews, worksheets, observation of chemistry lessons and students’ exercise books. Data collected were analyzed using SPSS to provide answers to the research questions; i) how often do chemistry teachers give feedback to their students? ii) do chemistry teachers give accurate feedback to their students? iii) to what extent can the feedback given by chemistry teachers be described as specific? iv) do chemistry teachers give timely feedback? v) what effect has FAST feedback on the learning of chemistry? The research revealed the actual picture of feedback given by Ghanaian chemistry teachers in senior high schools as not frequent, accurate, specific nor timely. It was inferred from the learning outcomes and the students’ responses to the post-intervention questionnaire that FAST feedback method is ideal and can help students make positive impact on their chemistry learning.

Classroom Discourse in Negotiating Meaning via Cross-Linguistic-Cultural Interferences

Classroom Discourse in Negotiating Meaning via Cross-Linguistic-Cultural Interferences

The Pragmatic Functions of High-Frequency Discourse Marker So in Chinese EFL Teacher Talk

Discourse markers have multiple pragmatic functions and have significant influences on classroom organization and teaching. This study aims to analyze the pragmatic functions of discourse marker so in a self-built corpus of Chinese middle school English classroom discourse. The corpus analysis shows that discourse marker so has various pragmatic functions, including marking results and inferences, managing topics, summarizing, rewording and giving examples at the textual level. Besides, at the interactional level, so functions as a marker of speech acts such as questions, requests, opinions, elicitations and confirmations. The research shows that discourse marker so can make classroom discourse more closely linked, promote students’ understanding of teacher’s discourse and create a harmonious classroom atmosphere. The findings of this research might have important implications for English teaching and teachers’ professional development in middle schools.

Participation and Educational Conservatism Among Lower Secondary School Students in a Disadvantaged Neighborhood in Finland: A Request for Visible Pedagogies

ABSTRACT In this article, we ask how students with a range of social class and ethnic backgrounds perceive their opportunities to participate in the classroom and influence their learning, and what perceptions teachers have of teaching and students’ participation in a school with a diverse student body. The context of this study is a lower secondary school in a relatively disadvantaged neighborhood in the metropolitan area of Helsinki, Finland. The ethnographic data comprise 40 observation days and interviews with students (n = 24) and teachers (n = 11). We used Basil Bernstein’s notions of pedagogic rights, particularly participation, as well as visible (i.e., teacher-centered) and invisible (i.e., learner-centered) pedagogies in our analysis. We argue that despite the current national core curriculum’s emphasis on students’ active participation in their learning process, students’ wishes regarding teaching and their own learning were somewhat conservative: visible pedagogies were preferred over invisible pedagogies. Also, the teachers perceived that teacher-led teaching and clear structures were beneficial in a school in which students’ backgrounds were diverse. Based on the views of the students and teachers, teacher-led teaching promoted learning. However, teacher-led teaching may prevent students from participating in the classroom discussions and constructing their active, democratic citizenship.

Lecture halls or flipped classrooms: Which best fits today’s digital students?

In traditional academic settings, professors have historically relied on delivering lectures during class time, while students take notes. In recent years, the flipped classroom has gained prominence as a modern pedagogical approach that presents an alternative to traditional classrooms. However, despite its potential benefits, this approach also comes with its own set of drawbacks. In today's digital age, where students are deeply engrossed in their mobile phones and computers, the effectiveness of the flipped classroom model is called into question. This paper aims to delve into a comparative bivariate analysis of two teaching methods: the flipped classroom and the traditional classroom, with a specific focus on exploring their potential emotional impact on students within the classroom setting. Results indicate that students exhibit reluctance to take responsibility for their learning, leading them to favour the traditional educational system over flipped classrooms. Today's students encounter various challenges, including excessive use of the internet and mobile devices, which can result in diminished preparedness for class. The successful implementation of the flipped classroom model relies on students taking part in activities like independently reviewing pre-class learning materials and actively participating in classroom discussions.

Factors Influencing Inactive Participation of Students in Classroom Discussion: Basis for Intervention

Factors Influencing Inactive Participation of Students in Classroom Discussion: Basis for Intervention

Analysis of Teacher’s Classroom Discourse Conversation from the Perspective of English Learning Activity Outlook—Taking the U3 Diverse Culture, a Compulsory Course for High School English in the People’s Education Press, as an Example

Analysis of Teacher’s Classroom Discourse Conversation from the Perspective of English Learning Activity Outlook—Taking the U3 Diverse Culture, a Compulsory Course for High School English in the People’s Education Press, as an Example

English Teachers’ Practice of Classroom Discourse in Light of Zone of Proximal Development Theory and Scaffolding Techniques

This research examines English teachers’ use of classroom discourse in the light of Zone of Proximal Development (ZPD) theory and scaffolding techniques. English teachers play an essential role in increasing dialogic interaction in their English language learners (ELLs). The participants were 18 English teachers from government secondary school in Makkah city, Saudi Arabia. The observation sheet used to collect data concentrated on major points of classroom discourse in the lesson stages of teaching English including lesson planning, explanation, and evaluation. The results highlight high-level practice of some strategies that support authoritative discourse in some strategies in the three lesson stages. However, the findings reveal lower levels of teachers’ use of strategies that support teaching in the ZPD. The findings also reveal an increase in the use of some strategies such as concentration on correcting errors in the planning stage before implementing the lesson. Furthermore, the findings reveal an increase in teachers’ use of some strategies such as encouraging continuous classroom discourse without providing correct responses for learners before discussions in the teaching stage. Also, it indicates a high-level increase in the use of some strategies such as evaluation of previously memorized concepts, and asking questions to evaluate students’ performance levels in the evaluation stage.

Resistance and Gender in an EFL Classroom Interaction: A Critical Discourse Analysis

A classroom is not only a place for female learners’ learning and growth but also a place for enacting their knowledge, power, positioning, and resistance in their classroom interaction. As important social members, these learners bring the society-approved discourses that restrict their gendered roles in their classroom participation. Female learners, dominated by their social-historical-cognitive selves, mostly do not try to initiate a conversation or participate in that as they have to contest the status quo of male learners who particularly dominate the conversation process. Hence, they have to struggle to negotiate their position and identity by resisting the ‘boy discourses’ that delimit their equal participation. This study focuses on the reproduction of resistance and the struggle for achieving the equality dynamics of the female learners to participate in classroom discourses. Six female learners and two teachers were the research participants at a private university in Chattogram, Bangladesh. Kumaravadivelue’s (1999) critical classroom discourse analysis (CCDA), van Dijk’s (2003; 2016) socio-cognitive and Wodak’s (2009) historical-cognitive model and Braun and Clerk’s (2006) thematic analysis approach had been used here as an analytical framework and for data analysis tool. Structured focus group interviews and classroom observation were the tools used for generating data that gave the impression that female learners use both active and passive resistance that happens due to the existing micro and macro factors surrounding them. Moreover, their historical, social, and cognitive positioning and struggle for negotiating power and identity gave them the insight that the classroom served both as a learning and growing space for them. This study contributes to the budding research on female learners’ being and becoming an identity in a powerful classroom interaction that can infl uence them beyond the classroom.

Empowering Language Learners: Unveiling the Transformative Potential of Value-Based Pedagogy in ESL Education

This desk research examines how, in an ESL classroom, when combined with standard academic content, value-based pedagogy becomes a comprehensive and transformative approach to education that strongly emphasises instilling essential values and principles in students. Value-based pedagogy strongly emphasises developing students' critical thinking and moral reasoning skills. Moreover, one could not place a division between language and values as one could not explore either in isolation. In value-based pedagogy, students get the ability to make ethically sound decisions and traverse the intricacies of the real world by participating in classroom discussions and ethical issues. This study's methodology is based on a textual analysis of the existing lesson materials designed for undergraduate students and an in-depth reading of published materials in the above-mentioned research area. The study is based on the theoretical works of scholars such as Arjuna Parakrama, Bill Johnston and Paulo Freire. Finally, the findings and the conclusion of this study emphasise the need for value-based pedagogy in an ESL classroom which empowers students to navigate challenges in life. Similarly, this approach urges educators to act as role models and questions established paradigms. The importance of value-based pedagogy in education is highlighted by its capacity to bring about profound transformation in learners, teachers, and society at large.