Classroom Interaction Research Articles

Care of the Transgender Surgical Client: A Video Simulation for Baccalaureate Nursing Students.

Nursing curriculum lacks content addressing care of transgender (trans) individuals. Gender diversity in health care education must be enhanced to prevent discrimination and systemic biases. A shared session between pediatric and medical-surgical courses using an interactive video simulation facilitated student preparation to provide inclusive care for trans surgical clients. Considerations for recruiting a cisgender person vs. a trans person to portray the female-to-male trans client are discussed. Script development and filming of the three videos, including the expected student preparation and the interactive classroom session, is examined. The observed experiences of the student participants and their reactions to the session are described. Discrimination and systemic biases can be minimized when nursing students are exposed to curricula that address the needs of marginalized populations. Use of video simulation in the classroom setting should be considered a valid teaching strategy for more topics in nursing and general health care curriculum. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Teaching the Politics of Numbers with EthnoData: Ethnographic Experimentations through Statistics in Ecuador

This essay discusses the development and use of EthnoData, a multimodal and multimedia digital platform designed to critically engage different publics with data production and circulation in Ecuador. Created by Kaleidos, a research center at the University of Cuenca, EthnoData combines ethnography and large datasets on violent deaths, femicides, hate crimes, and missing people to analyze and challenge the conventional authority of official statistical evidence. EthnoData is also a pedagogical tool to disrupt linear narratives of violent deaths. It provides a collaborative learning space that enables users to generate their own theorizations and stories, highlighting the politics of classification and the socioeconomic inequalities embedded in the quantification of violence. The paper illustrates the platform's capacities through three examples: an interactive classroom exercise, an ethnographic essay on data reclassification, and its use in a deportation hearing in the US. These examples underscore EthnoData’s role in exposing the power dynamics in knowledge production and the real-life consequences of statistical categorizations. By democratizing access to data, EthnoData engages users in a critical reflection to question and better understand the politics and limitations of data, pushing for deeper and more nuanced comprehensions of statistical realities and their political implications.

The Construction of Practical Teaching Quality Assurance System of Hotel Management Major under the Perspective of Collaborative Innovation of Government-Industry-University-Research

This paper discusses the construction of quality assurance system for practical teaching of hotel management major from the perspective of collaborative innovation of government-industry-university-research. Firstly, this paper analyzes the problems in the practical teaching of hotel management, such as lack of resources and traditional teaching methods, and emphasizes the importance of constructing the quality assurance system of practical teaching. Then, combined with the theoretical framework of collaborative innovation of government-industry-university-research, the strategies for constructing the quality assurance system of practical teaching are put forward, including the longitudinal curriculum system of “four continuous and three in-depth”, the horizontal operation system of "three classroom interactions" and the overall management system of "double cooperation and mutual supervision". It is found that the collaborative innovation of educational mechanism between government-industry-university-research can significantly improve the quality of personnel training, but the implementation process needs to overcome the challenges such as imperfect collaborative mechanism. Finally, the article puts forward some concrete measures, such as strengthening the cooperation between government and industry-university-research, optimizing the curriculum system, strengthening the construction of teachers, improving the quality monitoring and evaluation system and promoting students' professional development. Through the implementation of these measures, the quality assurance system of practical teaching of hotel management specialty can be effectively constructed, which provides strong talent support for the sustainable development of hotel industry.

Exploring the multimedia piano group class for early childhood education majors in universities

The multimedia piano group class for early childhood education majors in universities represents an innovative teaching model that integrates digital pianos, multimedia teaching devices, and live-streaming technology, bringing significant transformation to piano instruction. This model not only enriches teaching resources and enhances instructional efficiency but also strengthens teacher-student interaction and students' practical abilities. By leveraging the accurate sound reproduction and weighted key touch of digital pianos, students can improve their techniques in an experience closely resembling traditional piano performance. The multimedia teaching device supports the presentation of musical scores and demonstration videos, assisting students in gaining a deeper understanding of musical works and improving their artistic appreciation. Additionally, the use of live-streaming technology enhances classroom interactivity, allowing students to observe the teacher’s demonstrations clearly and learn through precise imitation. However, the implementation of this teaching model faces challenges, including technical difficulties, limited teaching resources, significant student variability, and a shortage of qualified instructors. This study examines the advantages of the multimedia piano group class, such as fostering teacher-student interaction, improving teaching efficiency, and enabling personalized instruction. It also explores the applications and benefits of multimedia technology for both instructors and students. Furthermore, this research proposes measures to address existing challenges, including enhancing teacher training, enriching teaching resources, optimizing instructional strategies, and expanding the teaching workforce. The aim is to further optimize piano teaching for early childhood education majors in universities, improving teaching quality and the overall student learning experience.

The relationship between classroom interaction and performance of children in Science in pre-primary schools in Tharaka Nithi County, Kenya

The purpose of this study was to establish if classroom interaction has any relationship with preschool learners’ performance in science activity areas. A solid science foundation at an early age of children can predict their performance in sciences at a later stage of primary and secondary levels of education. From the preschool level, children's interests, attitudes, and learning outcomes are, to a large extent, determined by the teaching methods teachers apply. A descriptive research design was applied as the researcher collected data. The target population for this study was 240 preschools, 505 teachers and 5326 learners in the early childhood Classes (PP2) in the three sub-counties (Meru South, Maara and Tharaka) of Tharaka Nithi County. Data was collected using questionnaires for teachers, documentary analysis and an observation checklist for preschool children. Descriptive analysis was applied to the data from the questionnaires. The study established that the classroom interaction used by preschool teachers had an influence on the learners' performance in science activities. The ability of the teachers to identify the learners' learning needs and the teaching methods that can best handle the topic were found to be crucial in science instruction. The study recommends that the Ministry of Education, through the Kenya Institute of Curriculum Development, should review the current classroom interaction for preschools and modify them to fit specific topics. The methods should then be taught to teachers through in-service training to keep them versed in the current classroom interaction.

Analysis of Phenotypic Factors and Research on Countermeasures of Chinese Secondary School Students' Anxiety in Oral Learning

In an environment where English is becoming a second language for most people, studying English has become a major subject for Chinese secondary school students. However, factors such as students' own communication abilities and the external teaching environment contribute to spoken English being a weakness for most learners. This issue is particularly evident and widespread among secondary school students. The purpose of this study is to further explore the triggering factors behind this phenomenon and to uncover teachers' strategies to alleviate Chinese secondary school students speaking anxiety. The study will employ semi-structured interviews with current secondary school students and analyze the data using thematic analysis. The findings aim to demonstrate that Chinese secondary school students' speaking anxiety is influenced by factors such as their personalities and the external environment. Teachers can effectively alleviate students' speaking anxiety by encouraging teaching, diversified teaching modes, and classroom interaction. The study's findings may be effective in alleviating the speaking anxiety of secondary school students and assisting teachers in teaching speaking. The significance of this study lies in identifying the causes of speaking anxiety among Chinese secondary school students and offering strategies to help alleviate this issue. It also provides valuable insights for secondary school English teachers in improving their speaking instruction and reducing anxiety. Furthermore, the study aims to raise awareness within the education community about the prevalence of speaking anxiety among students.

Research on Differences Between Chinese and American Foreign Language Classrooms and the Impact on English Education in China

In the context of globalization, the cultivation of foreign language abilities has emerged as a crucial objective in the pursuit of enhancing students comprehensive quality. It is obvious that there are notable discrepancies in the concept and practice of foreign language teaching between China and the United States, which directly affects the formation and advancement of students linguistic abilities. This paper focuses on English classrooms in Chinese universities and Spanish classrooms in the American universities, with a particular emphasis on the differences in teaching methods, classroom interactions, and assignment settings. The study used comparative survey method and literature review to study and analyze the foreign language classes of the two countries. The results show that Chinese university English classrooms tend to focus on the mastery of grammar and vocabulary, while Spanish classrooms in the United States pay more attention to the practical use of language and adopt interactive and task-oriented teaching methods. In light of these observations, this paper puts forward some suggestions for the improvement of English education strategies in China, including improving the interactivity in Chinese English classrooms, focusing on language practice and task-based teaching, so as to enhance students practical application ability. The research aims to provide insights for English education in China and help students better adapt to and cope with the challenges of language learning and application in the context of globalization.

From Technophobia to Techno confidence: Integration of iPad Software Applications in Teacher Training

The COVID-19 pandemic had a profound effect on higher education worldwide, underscoring the need for effective technology integration to enhance teaching and learning. This study aimed to address technophobia by introducing four iPad software applications to a group of 35 first-year Bachelor of Education preservice teachers specializing in the Intermediate phase at a private higher education institution in Westville, KwaZulu-Natal, South Africa. Conducted over six weeks in the second semester of 2024, the qualitative case study collected data through pre-intervention questionnaires, classroom use of Stop Motion, iMovie, Keynote and Plotogon in mathematics, natural science, and technology lessons, and a post-intervention focus group discussion. The findings demonstrated strong technological engagement under instructor guidance, with 91% of participants using at least one application during the intervention. The primary objective was to enhance preservice teachers' Technological Pedagogical Content Knowledge and reduce technophobia through hands-on experiences with iPad software applications. The findings revealed that preservice teachers envisioned using these four applications to create interactive, engaging, and student-centered classrooms, where learning is enriched through collaboration, creativity, and subject-specific tools for mathematics, natural science and technology. While many preservice teachers found the software applications easy to use, concerns about accessibility and teacher proficiency, especially due to socioeconomic disparities, highlighted the need for additional technology training. Stop-motion, Keynote and iMovie iPad software applications were believed to be crucial for developing technological pedagogical content knowledge, with Keynote particularly effective for blending abstract topics and concepts with innovative teaching strategies. It was recommended that Keynote be integrated into teacher training to create engaging worksheets and presentations. Stop Motion and iMovie could be used to create entertaining and interactive animations. Interestingly, the findings revealed that Plotagon was not used by the preservice teachers, possibly indicating technophobia or a lack of familiarity and confidence with the iPad software application. The study emphasized the importance of incorporating iPad software applications to assist primary school preservice teachers in overcoming technophobia and building confidence in technology integration. This integration of Stop Motion, Keynote, iMovie, and Plotogon could enhance teacher and learner experiences through creative and innovative instructional designs in mathematics, natural science, and technology.

Manifestations of affective nationalism and representations of national ‘others’ in literature education: An ethnographic study

Situated in the conflict-affected Cypriot context, this paper aims to explore the affective dimension of nationalism as manifested in the representations of national ‘others’ in a Greek-Cypriot secondary school. Drawing on data from a linguistic ethnographic study looking at the negotiations of ethnic and intercultural education discourses, we focus on a series of classroom interactions discussing a poem written by a Turkish-Cypriot poet and how this text was interpreted by Greek-Cypriot students in focus group discussions. Our analysis shows how Turks and Turkish-Cypriots are affectively construed as national ‘others’, perpetuating dichotomies of ‘we’ and ‘they’. We also discuss the ambivalent feelings the particular poem brought, challenging hegemonic representations and feelings attached to those. The paper concludes with implications for education policies and practices.

Oral Communication Skills of the Students of Osias Colleges, Inc.

The study employed a descriptive design to gather baseline data on respondents' oral communication skills in English. The results revealed that the majority of respondents were female, aged 19-24, who primarily spoke Tagalog and Ilokano at home, and were mainly in their second and third years of study. Utilizing a 5-point Likert scale for assessment, the findings indicated that respondents were rated as "good" across various dimensions of oral communication, including audience engagement, context, transactional and interper-sonal skills, medium of exchange, and paralinguistics. This overall rating suggests that while their skills are adequate, there is consid-erable potential for improvement to enhance their competitiveness in the job market.As a result, the study underscored the need for a program aimed at strengthening students' oral communication skills in English, with an intervention proposed for review and implementation in the upcoming academic year. Recommendations for program heads and school administrators included incorporating these findings into curriculum evaluations and policy development. Regular curriculum mapping is essential to ensure that course objectives align with the enhancement of students' English oral communication skills. Addi-tionally, it is recommended that training programs focused on im-proving these skills be made available, and that language teachers engage in professional development seminars to refine their in-structional techniques. Furthermore, increasing the number of in-teractive classroom activities is advised to further cultivate stu-dents' oral communication abilities in English.

Listening strategy instruction for EMI learners to understand teacher input in science classrooms

Abstract Listening strategies have mostly been investigated in contexts where learners listen to audio recordings. However, a much more prevalent and indispensable listening task in the classroom is listening to teacher input, particularly in the English Medium Instruction (EMI) classroom where the goal of learning is directed towards comprehension of content subject knowledge (e.g., science, geography). Research has also shown that teacher talk dominates EMI classroom interaction, making it even more important to understand how learners comprehend teacher input. However, little research has been conducted in this area, and even less attention has been devoted to exploring how learners can learn to listen in this classroom context through strategy instruction. This paper reports on a study that implemented a listening strategy instruction programme for a class of secondary school EMI students. The study started with a needs analysis, followed by strategy instruction sessions, and lesson observations and stimulated recall interviews. This paper presents data from two EMI students as focal participants and explores how they improved their strategic behaviour when comprehending teacher input in the EMI classroom. Both students widened their strategic repertoires, but the high achiever benefited more from the strategy instruction programme than the weaker student. This paper ends with pedagogical implications, highlighting the importance of listening strategy instruction for EMI learners.

INTEGRATING ARTIFICIAL INTELLIGENCE (AI) TOOLS INTO TEACHING MATHEMATICAL ECONOMICS IN TERTIARY EDUCATION

This paper examines the integration of artificial intelligence (AI) tools, specifically conversational agents like ChatGPT, in teaching mathematical economics in tertiary education. Recognizing the inherent challenges in mathematical economics—ranging from complex theoretical constructs to advanced quantitative methods—this study explores AI's potential to enhance student comprehension, engagement, and problem-solving skills. Drawing from existing literature on AI applications in education and learning sciences, this conceptual paper evaluates AI's role in delivering real-time support, facilitating interactive problem-solving, and offering personalized feedback, thereby addressing diverse student needs. Key areas of focus include AI-driven question-and-answer capabilities, scenario-based learning simulations, and guided problem-solving models that can reinforce theoretical knowledge through practical application. The paper further identifies potential challenges, including student overreliance on AI tools, possible misunderstandings in AI-generated solutions, and ethical concerns related to data privacy and academic integrity. By proposing a blended learning model, this paper suggests best practices for using AI as a supportive, non-replacement instructional tool. These best practices encompass educator training, responsible AI implementation, and fostering a balanced, interactive classroom environment. The findings contribute to a growing discourse on the responsible and effective use of AI in higher education, with implications for policy and practice in curriculum design, educational technology, and teaching strategies. Future research directions include empirical studies on AI’s impact on learning outcomes in mathematical economics, exploring how these tools can further enhance both student engagement and academic performance.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0899/a.php" alt="Hit counter" /></p>

Promoting humanizing, meaningful, and just language instruction for multilingual learners and their peers: A pedagogical vision illustrated by examples from practice

In this article, we engage with the question of how to create just and humanizing instructional conditions for learning through and about language at school. Rather than an empirical study, this article invites readers to rethink the role of languages in education by introducing and illustrating what we call Pedagogies of Voices (POV). Informed by research and practice, POV instructional approaches acknowledge and leverage the reality of multilingual and multidialectal repertoires in linguistically diverse classrooms, counteracting the tendency towards prescriptivism, which constrains what counts as language learning and teaching in schools. Through vignettes from middle-school multilingual classrooms implementing the TRANSLATE literacy curriculum, we illustrate how POV-inspired instruction transforms the conventions of classroom interactions by scaffolding language learning through relational activities that affirm and expand students’ multilingual repertoires and metalinguistic strategies for learning through and about language. These POV-inspired practices shift the role of teachers, who become learners of their students’ ways with language and shift the instructional goal from a narrow focus on teaching the language of school literacy to a concerted effort to foster flexible, resourceful, critical, and creative student voices—what we call Critical Rhetorical Flexibility. These two shifts, we argue, contribute to creating the enabling conditions to foster inclusive, humanizing communities in which students and teachers experience the joyful challenge of learning through languages together. We conclude with thoughts and considerations for theory, future practice-embedded research, and evidence-based educational practice.

Enhancing University Japanese Language Education through New Media Strategies and Impacts

With the rapid development of information technology, new media technology has gradually become an indispensable part of modern education, especially in the field of language teaching has shown great potential. This paper aims to explore the application of new media strategies in college Japanese teaching and its impact on teaching results. First of all, through the overview of the definition of new media and its advantages in the field of education, the unique position of new media in Japanese teaching is clarified. Secondly, the article introduces several new media tools and technologies in detail, such as online course resources, social platforms and mobile learning applications, and their specific application cases in actual teaching. In addition, this study evaluated the change of students' learning behavior and the improvement of Japanese teaching quality before and after new media intervention through quantitative analysis. In view of the problems that may be encountered in practice, such as technical obstacles and teacher training needs, the paper puts forward the corresponding solutions. Finally, the research results show that the rational use of new media can effectively stimulate students' interest in learning, enhance classroom interaction, and significantly improve the teaching effect. This paper not only summarizes the existing research results, but also provides direction and inspiration for further exploration of the application of new media in Japanese teaching in the future.

Gesture alignment in teacher–student interaction: a study concerning office hour consultations using English as the lingua franca

IntroductionIn this study, we explore the presence of gesture alignment in office hour consultations, a form of academic talk characterized by private face-to-face dialogues between a lecturer and a university student. Unlike classroom interactions, the topic of these consultations is initiated by the student. Our objectives were to describe the patterns of gesture alignment in these educational settings, to determine the direction of the copied behavior (i.e., who copies whom?), and to understand the temporal structuring of these instances.MethodsWe analyzed 12 office hour consultations, involving Spanish undergraduate students and lecturers from universities in England, Ireland, and Sweden. All the conversations were held in English. The annotation considered three domains: the timing of matching gestures (i.e., if the aligned gestures appeared in a Simultaneous, Consecutive, or Later manner), the form features of the aligned gestures (hand shape, movement, and orientation), and the function of the gestures (representational, deictic, or pragmatic).ResultsOur results show that although there are important differences between dyads, there were four general findings. First, aligned gestures mostly took place in a Consecutive manner. Second, gesture alignment is shown to achieve shared understanding between interactants, but this can be manifested in different ways: from the active negotiation of meaning to the signaling of agreement. Third, paired gestures become useful in educational contexts where the teachers and students include native and non-native speakers, as they contribute to disambiguating meaning. Fourth, many cases of matching gestures happen due to the presence of recurrent gestural forms.DiscussionOverall, our results are in line with previous evidence that has highlighted the role of gesture alignment in grounding processes, related to the achievement of mutual agreement between participants. Matching gestures are a helpful resource during office hour consultations—a form of academic talk where content is being explained and negotiated.

Utilizing YouTube Videos to Improve Speaking Skills in Seventh-Grade Students at MTsN 2 Kota Bengkulu

This study aimed to explore how YouTube digital videos could enhance students’ speaking skills and to identify the factors that influenced these improvements. Conducted as Classroom Action Research, the study involved 36 seventh-grade students at MTsN 02 Kota Bengkulu. The research employed a mixed-methods approach, gathering both quantitative data through speaking tests and qualitative data through observations, field notes, and interviews. The results revealed that key factors driving this improvement included increased student motivation and active participation in the learning process. Students reported feeling more confident in their speaking abilities, and the authentic language input provided by YouTube videos helped them improve their pronunciation, vocabulary, and fluency. The novelty of this study lay in applying YouTube as a pedagogical tool within an Indonesian junior high school context, specifically focusing on its impact on speaking skills. Furthermore, the study highlighted the importance of combining digital media with interactive classroom activities to create a more engaging and effective learning environment. This research contributed to the growing body of literature on digital media in education by offering practical insights into how YouTube videos could be successfully integrated into language teaching to foster speaking skill development among younger learners. The findings suggested that YouTube digital videos served as an effective medium for improving language proficiency, particularly in EFL (English as a Foreign Language) contexts, where authentic language exposure was often limited. Moreover, the study emphasized the crucial role of motivation and student engagement, offering valuable strategies for educators to implement in their classrooms to enhance student learning outcomes.

Collaborative Feedback in Enhancing Master Level English Specializing Students’ Instructional Skills

This study was conducted after identifying problems in the micro-teaching activities of M.Ed. fourth-semester English specializing students studying at Central Department of Education, Tribhuvan University in 2078 and 2079. The majority of the students had weaknesses in lesson planning, presentation, material selection, teaching strategies, text development and evaluation. As the internal supervisor, I proposed using collaborative feedback to address these issues. The study aimed to assess the effectiveness of collaborative feedback in improving students' instructional skills and engagement. Using a Participatory Action Research (PAR) design and involving 22 students in nine rounds of micro/peer teaching, data were collected through peer/teacher evaluations, classroom observations of each student, and Focus Group Discussions (FGDs). The data were analyzed thematically. The findings indicate that collaborative feedback helped students identify their areas of strengths and weaknesses in presentation skills, classroom interaction, and material construction and use leading to better lesson planning, teaching strategies and overall teaching skills. Collaborative feedback offered opportunities for learning from others, increased motivation and receptivity to feedback.

Evaluation of Student Character Development in the Pancasila Student’s Profile Project Using the CIPP Model

This research aims to evaluate the implementation of the Pancasila Student’s Profile Strengthening Project using the CIPP evaluation model (Context, Input, Process, Product). The study was conducted at SMP Negeri 3 Penukal Utara and involved 98 students and 13 teachers. Data collection methods included observation, questionnaires, interviews, and documentation. The evaluation results indicate that the implementation of the Pancasila Student’s Profile Strengthening Project was overall successful. In terms of context, there was a strong readiness and support from the school and community. Regarding input, it was found that the curriculum, teacher training, and resource allocation were adequate. However, in the implementation process, there is room for improvement, particularly in the quality of classroom interactions and teaching methods. Product evaluation shows the achievement of character education goals and positive impacts on student behavior. The research conclusion emphasizes the program’s success in implementing Pancasila values and shaping student character, although it still requires attention and improvement.

Pedagogical responsiveness: Focus on the Ukuqonda institute’s mode of engagement in mathematics

This paper was prompted by mathematics teachers’ challenges in implementing the proposed framework that centres on teaching for understanding, as opposed to teaching aimed at producing marks as evidence of achievement. Teaching for understanding in mathematics, among other factors, requires the creation of engaging and inclusive learning environments underpinned by teachers’ pedagogical responsiveness to the diverse needs of learners. We investigated pedagogical responsiveness, focusing on the Ukuqonda Institute’s mode of engagement in mathematics. We specifically pursued two research questions: 1) What are the key elements of the Ukuqonda Institute’s mode of engagement in mathematics? and 2) What characterised the pedagogical responsiveness of mathematics educators at the Ukuqonda Institute? We adopted collaborative autoethnography and used two data sets generated from audio recordings captured by the authors. We employed narrative analysis and organised the findings using the characteristics of pedagogical responsiveness as heuristic devices. The findings show that the participants’ pedagogical responsiveness was stimulated by the iterative process of team planning, deliberate implementation, and reflection. The prevalent characteristics were learner interactions, learner focus, inclusivity, dialogue and relationality, knowledge work, social justice, and equity. We recommend that similar studies be conducted targeting pedagogical responsiveness with a focus on other mathematical themes. Furthermore, this study suggests that, to remain pedagogically responsive, there should be constructive alignment among the types of tasks, questions, classroom interactions, and targeted content that underpin mathematics teaching and learning across different educational levels.

Refugee Education: Aligning Access, Learning & Opportunity

Abstract Access, learning, and opportunity are usually conceptualized in a sequential and linear way: with access to school comes learning and with learning comes opportunity. But for most refugee students-and for most marginalized students globally-this model simply does not hold. In settings where students’ mobility and their social, economic, and political rights have massive restrictions, access to school does not translate into learning, and learning does not translate into opportunities. Creating education that enables refugee young people to feel a sense of belonging and prepares them to help build more peaceful and equitable futures requires us to address these misalignments, which are rooted across the ecosystem, from macrolevel geopolitical arrangements to micro-level interactions in classrooms. I pose three questions as central in understanding these misalignments: Who is allowed to be where and for how long? Who is responsible for refugee education? And who can feel a sense of belonging? Answering these questions informs how we might work, through policy and practice, toward alignment.