Classroom Discourse Research Articles

Increasing Inclusion in Classroom Discussion: The Raised Block as a Classroom Response System in International Studies

Abstract Discussion is one of the most frequently used pedagogical techniques in international studies classrooms, but student participation in discussion is not always inclusive and equitable. This exploratory study aims to improve the quality of student participation in classroom discussion by replacing traditional hand raising with the Raised Block. We introduce the Block and assess instructor and student use during seminar discussions in a U.S. Naval War College security studies program. A series of surveys asked students and instructors if using the Blocks increased perceptions of inclusivity during class discussion. Quantitative and qualitative analysis of the survey data showed that using the Blocks led to more varied, dynamic, and engaged student participation in seminar discussions for a slight majority of students. This was particularly the case for “quiet” and international students who may find it challenging to enter politically charged discussions common in international and security studies classrooms. By organizing participation, lowering barriers to speaking, creating a persistent signal to participate, and managing dominant students, Blocks can create space in the discussion for students who may otherwise lack access and inclusion.

The key-roles of the expert during classroom discussions aimed at fostering formative assessment processes through the use of digital technologies

We study the experts’ practices developed with the support of digital technologies (DT), when they take aware in-the-moment decisions during classroom discussions to promote the development of effective formative assessment (FA) processes. In this investigation, we complement a macro-analysis of paradigmatic examples of classroom activities, focused on the functionalities of DT and on the implemented FA strategies, with a micro-analysis, developed with reference to a theoretical construct useful for interpreting and analysing expert teachers’ roles during classroom discussions (the Model of Aware and Effective Attitudes and Behaviours, MAEAB). More specifically, we explore how the expert uses DT to empower these roles with the aim of promoting FA processes. This study has two implications: (1) at the theoretical level, the study will introduce a model aimed at characterising the ways in which the expert can promote FA during classroom discussions when they are mediated by the use of DT; (2) at the pragmatic level, the use of this model to analyse paradigmatic examples from teaching experiments will introduce potential guidelines for teacher professional development aimed at promoting teachers’ autonomous use of DT to carry out effective FA practices.

Exploring Discursive Positionings and Negotiations of Gender Diversity in English Language Teaching Through the Lens of Critical Pedagogy

This study explores EFL students’ perceptions of gender diversity by analyzing their interactions about Chile’s same-sex marriage law in 2022. The study focused on fostering linguistic and critical skills through classroom discussions. A safe space for open conversations allowed students to express diverse views on gender diversity. While opinions varied, students’ discussions were navigated respectfully and indicated that the pedagogical approach used by the teacher encourages critical awareness of societal inequalities in Chile.

Teaching Zora Neale Hurston’s Their Eyes Were Watching God in First-Year Composition

My teaching note explores how to teach Zora Neale Hurston's Their Eyes Were Watching God in first-year composition classrooms. I discuss the demographics of my classroom in a rural public university, and my students' reactions to reading the novel. This article highlights the successes and challenges of my classroom discussions and activities relating to reader comprehension and code switching. In addition, I explore ways to implement antiracist and feminist pedagogies while keeping students out of the "panic zone."

Examining perceptions and outcomes of AI versus human course assistant discussions in the online classroom

ABSTRACT As technologies such as artificial intelligence (AI) and other forms of machine communication become more popular and readily available, the opportunities for use in an online class increase. This replication and extension sought to understand and test the use of AI versus human communication in an online learning space—specifically the learning management system (LMS) discussion board. More specifically, the differences in student perceptions and outcomes between those with a human course assistant and those assigned to an AI course assistant were examined. These perceptions were studied through the presence and absence of the identity heuristic and helper heuristic as outlined in previous literature. The study employed a four-condition randomized quasiexperimental design. Outcomes of interest included credibility, task attraction, social attraction, computer-mediated competence, student communication satisfaction, affect toward instructor, and affect toward taking classes with the instructor. Findings supported previous work regarding importance of helper heuristics and highlighted the preference for a human over AI/machine educational agent.

Translanguaging as Interactional Resources Employed by Students in EFL Student-Led Group Task Interaction

This study aimed to investigate the strategies used by students during group tasks in the EFL classroom. The study focused on translanguaging as one of the strategies to facilitate communication and interaction among students. The data was collected by recording the classroom discussions of a focused group in an EFL class at a Chinese university over three hours. The analysis was carried out using conversation analytic methodology. The study revealed various interactional features in turn constructions. Students often used single learner turns to agree and extended learner turns with clarification or explanation to support their ideas for turn-taking. Concerning turn passing, students prefer to use open-ended questions to ask for opinions, they also used open-ended questions to ask for opinions, confirmation checks for meaningful understanding, and extended wait times for other speakers to take turns. Regarding self-repairs and peer repairs, they often made content-focused repairs rather than form-focused ones, and students with a higher English proficiency usually provided support. Translanguaging was an effective strategy to facilitate peer interaction and avoid errors in meaning-making. The study has important implications for language teaching and learning policy, highlighting the need to encourage prospective teachers to practice translanguaging to facilitate classroom interaction and second language acquisition.

Fostering A Culturally Responsive Pedagogy through Teacher’s Discourse: A Case of Graduate Class at a U.S. University

The study aims at addressing the role of teachers in implementing Culturally Responsive Pedagogy (CRP) in a diverse classroom. In response to the increasing demand on multiculturalism and ethnicity in the US classrooms, CRP can work as a bridge between the compartmentalized education system and the needs of the students (Richards, et al. 2007). A number of researchers have discussed the significant role teachers play in fostering cultural-linguistic pedagogical practices in the classroom; nonetheless, limited or no research has focused on how teacher’s discourse fosters CRP in diverse contexts. This paper highlights how the teacher’s classroom discourse can facilitate CRP practices for diverse learners. For this purpose, the study examines one course taught at a Midwest University of USA and that course instructor’s specific discourses used in the classroom to address the goals of CRP. The research method involves Participatory Action Research (PAR) conducted through interviews and questionnaire. At the end, the research focuses on how teachers can foster the goals of CRP to leverage the gaps in the existing education system.

Knowledge-Building in Classroom: A Multimodal Semantic Wave Model

The generation of meaning in discourse is regarded as the process of knowledge-building, which can be analyzed by semantic waves. Combining the deep learning systems and polynomial fitting method, we present a method to compute multimodal semantic waves. With this method, four representative examples are discussed for the knowledge-building of Chinese, English, Mathematics and Science subjects in Chinese primary schools. From the multimodal semantic waves of these subjects, we can clearly observe the differences between the processes of knowledge-building. Besides, it is advantageous for the proposed method that the value of multimodal semantic waves at any given future time can be predicted by an nth-order polynomial, which may help to study practical classroom discourse.

Teaching vocabulary through invoking conceptually accessible epistemic domains

ABSTRACT While existing research into L2 classroom discourse has highlighted how knowledge and knowledge positions are negotiated, no attention seems to have been paid to what might be called conceptual epistemic domains. Drawing on 22 hours of video-recorded data from Iranian EFL classrooms, our conversation analytic study illustrates how invoking conceptually accessible epistemic domains creates interactional space for teachers to introduce conditionally relevant vocabulary. We define conceptual epistemic domains as areas of world knowledge to which learners have ostensible access. The bottom-up analysis of our data showcases that such practices serve two pivotal pedagogical functions: (1) providing contingent assistance; (2) initiating and maintaining warm-up activities. In the former, the teachers invoke the conceptually accessible epistemic domain facing learners’ claims of insufficient knowledge to elicit relevant further talk. In the latter, the teachers sequentially build up a shared conceptual access to conduct a warm-up activity. Both cases unfold interactional space where relevant vocabulary items emerge as learnables. We argue that by bringing to the fore what is conceptually accessible to the learners, teachers orient to relevant vocabulary items as teachable objects. Our findings thus shine light on an interactional resource through which the need for vocabulary teaching is talked into being.

TEACHER TECH-CREATIVITY FOSTERING BEHAVIOUR AS DETERMINANT OF PRIMARY SCHOOL MATHEMATICS TEACHER CLASSROOM PRACTICES

This research investigated teacher technological-creative fostering behaviour as determinant of teacher classroom practices in private primary schools in the Makurdi Local Government Area, Benue State, Nigeria. This study adopted the correlational research design. The population was all teachers in private primary schools in Makurdi. A sample of 70 mathematics teachers was drawn from 50 private primary schools. Two researcher-structured instruments were used for data collection, namely; the Mathematics Teacher Tech-Creativity Inventory (MTTI) and the Mathematics Teacher Classroom Practice Inventory (MTCPI). Correlation, scatterplots, and histograms were used to answer research questions, while analysis of variance was used to test the hypotheses at .05 level of significance. The following were the findings: the top three technological tools among others which mathematics teachers at the primary school level use most often to facilitate their teaching practices are, first interactive whiteboard, second, the calculator and third, internet surfing. Teacher tech-creativity fostering behaviour has a significant impact on teacher clarity, teacher classroom discussions, teacher feedback, teacher formative assessment and, teacher-teacher collaboration as teacher classroom practices. It was recommended that teachers of mathematics consider utilizing technology creatively during lessons as a catalyst to advance classroom teaching practices of teacher classroom clarity, class discussions, teacher feedback, formative assessment, and teacher-teacher collaboration.

Face-threatening and Face-saving Speech Acts of Teachers: A Discourse Analysis of Classroom Interactions

Politeness is fundamental to social order production and social interaction precondition. However, it is inevitable to encounter impoliteness in communication that could threaten a person's self-image. Hence, this study aims to explore the face-threatening acts of teachers in terms of positive and negative faces, as well as how they exhibit face-saving acts in classroom talks. This study employed a discourse analysis approach to investigate how teachers use language to threaten or save students' face needs during classroom interactions. The researchers collected the data from the video recordings taken by researchers from the twelve (12) research subjects' classroom discussions with their students at La Filipina National High School in Tagum City, Davao del Norte. The data was analyzed using the politeness theory of Brown and Levinson (1987) and revealed that the teachers' face-threatening acts in terms of positive face are an insult, disapproval, criticism, bringing bad news, threat, non-cooperation, and unleashed negative emotions. While in terms of the negative face, they employed reminders, accepting compliments, giving offers and suggestions. The analysis also showed that teachers exhibited face-saving acts (Bald- on record, positive politeness, negative politeness, and off record) directly and indirectly by telling jokes or giving hints. These study findings contribute to our understanding of the complex nature of face-to-face communication in the classroom and provide insights into how teachers threaten or manage face needs in their interactions with students.

Language Moves in Classroom Discussion: A Discourse Analysis

In any classroom discourse, teachers are challenged as to how they elicit responses from their students and make them realize the importance of participation to attain learning. This paper aimed to know the language moves in classroom discourse and focuses on how language move shapes students’ participation. It used Flanders’ (1970) theory on language moves categorized as structuring, soliciting, responding, and reacting. Using qualitative-descriptive design utilizing discourse analysis, the researcher found out that all patterns of Flanders’ moves are present with the following types for soliciting – checking students’ day, encouraging to ask questions, asking questions, giving hints, and checking if students learn; for responding – giving commendations, answering questions and queries, and discussing the answers; for structuring – directing/requesting someone to pray, leading the prayer, reviewing the past lesson, introducing topic, interacting through question and answer, explaining the lesson, encouraging students, encouraging students to participate/ to answer questions, asking someone to answer, giving quiz/oral activity, giving directions for quiz/oral activities, giving activity, and asking students to continue the activity; and for reacting – shushing the students, giving announcements/bidding goodbye, greeting, discussing, connecting talks to today’s lesson, giving commendations, warning/advising, correcting students’ statements/answers, and giving information. Moreover, students voluntarily participate when they are commended by their teachers.

Selection of a Topic of a Research Proposal of Emerging Academic Writers in a Blended Linked EAP Course: An Interactional Ethnographic Perspective

AbstractRecent years have witnessed the ethnographic turn in academic writing research and the multimodal turn in classroom discourse studies. Most research proposal genre studies have only provided generic guidelines, and most EAP intervention studies have only provided pre‐ and post‐intervention learning outcomes but have not examined actual in‐depth classroom teaching and after‐class consultative processes of proposal development. This paper fills these gaps by following the view of genre as contextualized social practices and adopting interactional ethnography (IE) logic‐of‐inquiry to analyze video‐recorded linked EAP classroom interactions and WeChat‐mediated individual consultations focusing on postgraduate students' topic selection. IE‐guided reasoning and analysis may make the invisible research topic developmental processes transparent by utilizing IE analytic tools to visualize these dynamic and complex processes, identify cultural patterns of academic literacy practices, and (re)theorize educational phenomena. The IE approach may complement the well‐established three approaches to student writing (i.e., study skills, academic socialization, academic literacies) as the fourth approach for its deep theorizing, micro‐ethnographic discourse‐based analysis, and video‐enabled IE‐guided analytic tools. This study may make a methodological contribution to the EAP field through the IE as an epistemology with analytical tools and propose a tri‐level four‐step IE analytic model for teacher‐researchers' self‐reflexive professional development.

(Dis)locating Aesthetics: Feeling, Retrieving, and Reconstructing The Handmaid’s Tale in a Multicultural A-Level English Classroom

ABSTRACT This article interrogates the role of retrieval practices in an urban, multicultural London classroom. With the advent of cognitive science-based approaches in recent years, retrieval has become a central tenet for testing foundational knowledge in English literature. I consider the implications of retrieval for classroom discourses concerning feeling, experience and aesthetics. I ask whether it is possible to conceptualise ‘retrieval’ differently to encompass the funds of knowledge offered by our students and contexts that lie beyond the classroom.

Critical thinking: An analytical study on the impact of Artificial Intelligence (AI) usage on students at Al Washliyah Darussalam University, Banda Aceh

Artificial Intelligence (AI) is a technology that can mimic human thinking and learning processes through algorithms and computer systems. AI brings significant changes to the education sector by providing various conveniences. On the other hand, the use of AI technology requires adjustments in the learning process at higher education institutions. This research aims to analyze the impact of Artificial Intelligence (AI) usage on the critical thinking skills of students at Al Washliyah Darussalam University (UNADA) Banda Aceh. This study employs a Mixed Methods approach, utilizing quantitative methods with a descriptive approach to analyze the frequency of AI usage, while qualitative methods are used to analyze changes in thinking patterns and students' analytical abilities in the learning process. Data collection was conducted through surveys. The sampling technique used was purposive sampling, involving 287 students who use AI in their learning. The research findings indicate that the distribution of questionnaire data shows that the usage of Artificial Intelligence (AI) includes 31.3% (ChatGPT), 6.3% (Perplexity), 12.5% (Gemini), and 5% using other AI technologies. The impact of AI usage reveals that AI can enhance students' critical thinking skills, particularly in data analysis, problem-solving, and decision-making. However, negative impacts faced by students include dependency on technology and a lack of active engagement in classroom discussions. The results and findings of this study highlight the importance for university lecturers and policymakers to design effective learning strategies that utilize AI to develop critical thinking skills among students.

French Background Students’ Perception of English as Medium of Instruction at the University of Rwanda: Case of Gabonese Students in Nyarugenge and Huye Campuses

One of the most significant advantages of English as a medium of instruction lies in its ability to advance internationalization and collaboration. However, students from diverse linguistic backgrounds may struggle to grasp complex academic concepts and effectively participate in classroom discussions due to limited English proficiency. This can exacerbate existing inequalities and hinder academic success for vulnerable student populations. This qualitative research sought to investigate the perception of Francophone Gabonese students about English as a Medium of Instruction at the University of Rwanda. Focus group interviews were administered to ten and twenty-two Gabonese students from Nyarugenge and Huye campuses respectively. The data collected were categorized and analyzed thematically. The study found that it is difficult for the Gabonese students to learn in English due to their minimum language background and exposure. It was revealed that these students face a big challenge of communicating with national students who only use Kinyarwanda in their academic activities, which induces them to cope with their learning by visiting YouTube tutorials in French. It was recommended that the University of Rwanda set up a teaching and learning environment using English only in the campuses and provide need-based intensive English courses to francophone students.

Analysis of the Interpersonal Meaning on Teacher Talk: Take the 16th National Junior High School English Teaching Seminar as an Example

In English classroom instruction, teacher talk is a critical role to impart comprehensible language to students and serves as a medium for the application of pedagogical strategies. The implementation of the English Curriculum Standards for Compulsory Education requires junior high school English teachers to be more conscious of the ways in which their teaching incorporate emotional attitudes and values. Consequently, the analysis of excellent junior high school English teacher talk in terms of interpersonal function theory, proves instrumental for front-line teachers to reflect on their discourse regarding student emotion, teacher role, and the teacher-student relationships. This study endeavors to unravel the interpersonal significance embedded in teacher talk based on the mood system of the Systemic Functional Grammar model advanced by Halliday. And the research data are carefully collected through observing and recording classroom discourse of 5 distinguished junior high school English teachers in the 16th National Junior High School English Teaching Seminar. Based on the research findings, the study proposes pragmatic strategies aimed at refining teacher talk in order to foster an equitable and harmonious classroom atmosphere.

A Millennial’s leadership perspective: reflections on a decade of mentorship from a servant leader

PurposeThis article illustrates the transformational nature of servant leadership and its capacity to empower and develop others. In it, I recount my close relationship with a high school mentor who embodied the key tenants of Greenleaf’s (1970) servant leadership philosophy. I also advocate for others to provide mentorship and support in a similar fashion.Design/methodology/approachThis Origins contribution was constructed as a reflective narrative in response to a mentorship experience earlier in my life.FindingsA mentorship experience from my youth profoundly shaped my approach to leadership and teamwork that I still embrace to this day. Readers are asked to consider the power of servant leadership in their own lives.Originality/valueStudents of leadership can utilize this reflective essay as a touchstone for further classroom discussion.

Digital versus classroom discussions: Motivation and self-efficacy outcomes in speaking courses via Gather.town

Digital versus classroom discussions: Motivation and self-efficacy outcomes in speaking courses via Gather.town

Nurturing Reading Logs to Foster Students’ Reading Habits

Reading habit influences language proficiency. Teachers have used Extensive Reading (ER) as a strategy to enhance students’ reading habits. The present study investigated how reading logs influenced the reading habits of 28 EFL learners in Reading courses using a qualitative research approach. Data were collected using observations, classroom discussions, and students’ reading logs. Study participants were students enrolled in an Extensive Reading class who had undertaken an Intensive Reading class in the preceding semester as a prerequisite subject. Reading logs improved rates of reading. Nurturing reading logs helped students enhance their reading habits based on word count, number of books/articles read, and their reflections on their reading attitudes. Lecturers should promote a reading atmosphere in which students are encouraged to read for pleasure. All EFL learners should have access to more reader books and an ongoing schedule of extensive reading to foster good reading habits.