Classroom Interaction Research Articles

Gender-Related Differences in the Performance of Request in the Algerian Classroom Discourse

Despite extensive research on requests, there remains a notable gap in understanding gender differences in Algerian classrooms. This study investigates how male and female students and teachers formulate requests during classroom interactions, using responses from a discourse completion task (DCT). The aim is to explore how gender influences choice of request strategies and variations in directness, considering social variables such as power dynamics, social distance, and the imposition level among participants. The study focuses on identifying similarities and differences in request behaviors between male and female interactions among Algerian students and teachers, as well as among students themselves. Data were collected through a Discourse Completion Task featuring three scenarios of classroom interactions, involving 115 male and female participants. The findings indicate that gender significantly influences the selection of request strategies and levels among Algerian students and teachers. Female students and teachers tended to employ more indirect request strategies compared to males, who typically favored direct approaches across all scenarios. Furthermore, the study reveals that the degree of directness varied for both genders based on socio-cultural factors such as power dynamics, social distance, imposition levels, and religious norms prevalent in Algerian society. The research highlights that students generally opt for conventional indirect strategies when making requests to teachers. In contrast, direct requests are more commonly used when individuals of equal social status interact or when the requester holds a higher status than the respondent. This study contributes new insights into the impact of gender and socio-cultural factors on request strategies and politeness in Algerian classroom discourse, enriching the field of cross-cultural pragmatics and classroom discourse studies.

The New Mixed Teaching Exploration of Low-Voltage Electrician Training Course under the Background of New Engineering

In the context of New Engineering, the exploration of a novel blended teaching approach for low-voltage electrician training courses aims to address the challenges of modern engineering education by integrating New Engineering concepts and modern teaching technologies to achieve comprehensive innovation in course content and teaching methods. This strategy leverages the advantages of combining online and offline learning to provide a diverse and personalized learning experience, thereby enhancing students' knowledge and practical skills. Online course resources, including interactive courseware, virtual experiments, and simulations, enrich the learning content and increase students' interest and engagement. Offline classes focus on interactivity and practical application through discussions, case studies, and project collaborations, helping students deepen their understanding and apply their knowledge. Flexible scheduling allows students to learn at their own pace, improving learning efficiency and effectiveness. Personalized learning path design, through preliminary surveys and assessments, helps students set individualized learning goals. Utilizing big data analysis and intelligent recommendation algorithms, the system provides the most suitable learning resources. Students can autonomously adjust their learning paths, fostering self-directed learning, while teachers offer targeted guidance and support to ensure the successful completion of learning tasks. Interactive and collaborative learning environments are strengthened through online and offline interaction mechanisms, group collaborative learning, and the use of various interactive tools, enhancing classroom interaction and participation. The establishment of online learning communities promotes resource sharing and experience exchange, creating a positive learning atmosphere. Assessment and feedback employ formative and practical assessments through online tests, assignments, and project work, comprehensively reflecting students' learning progress and outcomes. Multi-dimensional feedback mechanisms and data-driven evaluation provide detailed learning analysis and improvement suggestions for both teachers and students, enhancing teaching effectiveness.

CODE SWITCHING AS POLITENESS STRATEGIES IN EFL CLASSROOM INTERACTION

Code switching and Politeness strategy are elements of communication that significantly influence classroom interaction. This paper was to reveal code switching including the reason of code switching as well as how it functions as politeness strategy in EFL classroom interaction. This study adopted a qualitative descriptive method. This research was based on the observation conducted in Universitas Negeri Makassar, in 2022. The research subject was 2 English Education classes that employed group presentation as the learning strategy. It consisted of 31 students for each class. To collect the data, the researcher recorded the classroom presentation. The recordings were then transcribed and analyzed by using discourse analysis approach. The reason of code switching was analyzed based on the theory by Hoffman (1991), and the politeness strategy was based on the rule of Politeness strategy by Brown and Levinson (1987). The result showed that code switching was used by students as politeness strategy during group presentation, and it was reflected in some maxims that were maxim of manner, maxim of relation, quality maxim, and quantity maxim. Finding of this research was significant in expanding ideas and insight about code switching that is actually can be used as politeness strategy in classroom interaction, particularly in group presentation.

Implementing the CLT Approach in Online Instruction during the COVID-19 Pandemic: Opportunities and Challenges Encountered by Thai EFL University Lecturers

As a consequence of the COVID-19 outbreak, Thai EFL teachers have been assigned to change their teaching platform from traditional face-to-face to online classes during lockdown periods. In light of this change, the study attempts to explore the teachers’ views and their implementation of the CLT approach in online education in consideration of the fact that the approach was claimed to be the preferred approach in classroom-based instruction. Accordingly, three research instruments; namely, questionnaire, individual interview, and focus group discussion were applied to elicit information and access the teachers’ viewpoints and their in-depth online teaching experiences. Thai EFL teachers perceived that communicative-based online teaching increased classroom interaction, encouraged student engagement, and promoted student’s self-directed learning. However, a number of challenges, including the lack of student attention and discipline, large class size, and technology difficulties, were revealed as the perceived barriers to implementing the CLT approach in the Thai EFL online classroom context. Overall, this study is assumed to shed light on Thai EFL teacher’s communicative-oriented online teaching practices and contribute to the existing body of knowledge in the field of online English language teaching in Thai higher education.

Design of political classroom interaction system in social virtual reality entertainment environment based on convolutional neural network

With the continuous progress of AI intelligent technology, the internet industry has undergone tremendous changes. The application of virtual reality and other digital entertainment technology has changed the classroom mode, and at the same time, current political classrooms place more emphasis on interaction with society. Therefore, this article constructs a political classroom AI intelligent system based on CNN network. This system studies the political classroom from the perspective of AI intelligent construction, using a combination of theory and practice. This article selects some research materials from both domestic and international sources. Firstly, it summarizes and analyzes relevant concepts such as convolutional neural networks, summarizes the importance of political classroom education, and analyzes the problems faced by political classrooms in the context of AI intelligence. Then, experimental analysis was conducted on the AI intelligent system in the political classroom. The experiment proved that the AI intelligent system in the political classroom has good working performance in the actual operation process, and the overall performance is also better than other systems. Implementing a network-based AI intelligent system for the political classroom and applying AI intelligent technology in practical applications can improve the personalization and accuracy of the political classroom.

Advancing the communicative language teaching agenda: what place for translanguaging in task-based language teaching?

ABSTRACT Littlewood’s early stance on the use of students’ first language (L1) in the foreign language (L2) classroom was that maximum use of the target language (TL) enhances language acquisition. He suggested that this precept has been pervasive in every communicatively-oriented language teaching method and has also been widely accepted in official curricula in a range of contexts due to an understanding that TL use should be normative in classroom interactions. A strong rationale for advocating this ‘monolingual principle’ has been that, for many students, the L2 classroom provides the only opportunity to be exposed to the TL. Littlewood and Yu (2011. First language and target language in the foreign language classroom. Language Teaching 44, no. 1: 64–77) recognised, however, that teachers and students do make use of students’ L1 in L2 classrooms and suggested several ways in which teachers might do this legitimately. Furthermore, Littlewood (e.g. 2014. Communication-oriented language teaching: where are we now? Where do we go from here? Language Teaching 47, no. 3: 349–362) conceded that exclusive TL use has become subject to active questioning in recent years. The phenomenon of translanguaging takes arguments that support L1 use beyond Littlewood’s earlier suggestions. There are also implications for TBLT where extensive L2/TL use is the default position but where translanguaging practices are not necessarily at odds with the central task construct. This paper explores translanguaging in the contexts of TBLT and the monolingual principle.

Critical Perspectives of School Science: A Science Teacher’s Self Reflective Study of Science Classroom Interactions with Students

ABSTRACT Critical perspectives of science (CPS) elucidates science as a human endeavor that not only embodies the rigorous process of knowledge construction but also reflects the inherent flaws arising from unequal and unjust power relations among humans and between humans and nature. Science teachers need opportunities for self-examination to learn CPS and apply it to their teaching practices, supporting students in developing CPS in the context of school science and using it for what matters to their lives. This self-reflective study applies the CPS as a conceptual framework to reexamine my past experiences teaching science at public middle schools in Korea, particularly the in-classroom interactions with students in science classrooms. As a result, I identified classroom episodes from which I inferred opportunities I could have facilitated students’ engagement with CPS in science classrooms. Three ways to facilitate students’ CPS were inferred from the episodes: (1) probing unjust practices of science hidden from school science; (2) addressing the linguistic and epistemic whiteness implicit in school science; and (3) identifying the relevance of school science to students and what matters to them. Implications for science teacher education are discussed, including how teacher educators can facilitate teachers’ self-reflective examination of their classroom interactions and integration of CPS into daily classroom discourse.

A reflexive thematic analysis exploring the experiences of undergraduate women in STEM in Bangladesh

Globally, a significant gender gap is reported in the enrolment of women in Science, Technology, Engineering, and Mathematics (STEM). Bangladesh reports one of the lowest female stakeholder percentages in STEM but has increased demand for skilled STEM professionals. Therefore, this qualitative study explores the experiences of undergraduate women in STEM in Bangladesh. Seven female undergraduate students were recruited using purposeful sampling, and a semi-structured interview was conducted. Reflexive thematic analysis, along with a phenomenological approach, was utilized for data analysis to gain a better understanding of their experiences. The four key themes that emerged were the gendered nature of interactions, the impact of societal barriers, underrepresentation and role models, self-identity, and psychological outcomes. The findings suggested multiple factors like gender-biased interactions in classrooms, lack of access to STEM resources, and lack of female role models negatively impacted students’ academic experiences. Moreover, poor self-esteem in female students contributed to imposter syndrome and heightened career anxiety.

Ignored Subjectivity in the Informational Panopticon: Restricted Classroom Interaction Under Technical Discipline

Purpose This article aims to provide a portrait of classroom interactions supported by information technology and discuss the complex impact of technical elements on teaching and the time–space distance of student subjectivity in a technology-dominated world. Design/Approach/Methods Based on Foucault's panopticism, this study examines a smart classroom in East Asia to observe classroom teaching and learning processes; conducts semi-structured interviews with teachers, students, parents, and other stakeholders; and analyzes the hidden mechanism of the smart classroom on interaction from the perspective of perceivers. Findings The smart classroom has the distinctive structural features of a Panopticon. Artificial intelligence, which coalesces cultural capital through technological authority, has a significant capital advantage over students, producing a false spectacle of efficient learning. Panoramic surveillance causes the “backstage” of students’ roles to be gradually consumed by the “front” and makes students exhibit “make-work” behavior. Refined information management mechanisms produce invisible digital walls that separate interactive groups, making it difficult for students to obtain sufficient information about the gestures and behaviors of their classmates to interact effectively. Originality/Value This study reveals the ignorance of human subjectivity in the orientation of instrumental rationality by understanding the expressions of witnesses.

The nexus between research methodology, classroom data and instructional policy: insights from enacting the Zimbabwe curriculum framework 2015–2022 reforms

ABSTRACT This article explores the nexus among research methodlogy, classroom data and instructional policy enactment through content analysis of lesson transcripts. It is a multiple-case research of four Zimbabwean secondary school geography teachers’ classroom practices. Coded lesson-transcripts and post-lesson teacher-interview transcripts subjected to thematic content analysis yeilded patterns of classroom interaction. Most lessons were teacher dominated question and answer episodes which failed to achieve mandated learner-centred teaching.Teachers relied on recall-type questions while failing to scaffold onto learner contributions for deeper geographical conversations. A weak pedagogical content knowledge partially contributed to this. Content analysis of lesson transactions showed a symbiotic nexus among research methodology, classroom data and instructional policy implementation. Coded classroom data holds opportunities for critcal scrutiny of classroom transactions to gauge instructional policy implementation. Findings suggest succesful instructional policy implementation can benefit from teacher training in content analysis of classroom transactions for reflexive practice.

“Nobody answered, didn't you listen to me?”: Preservice teacher-facilitated read-alouds and their strategies to navigate interactivity in preschool classrooms

This study explores how preservice teachers exhibit and navigate interactivity during their read-aloud sessions within preschool classrooms. We analyzed 74 video recordings from 26 PSTs, capturing these interactive read-aloud sessions across six preschools in Turkey using Beauchamp and Kennewell's (2010) interactivity framework. The findings reveal three types of interactions observed during the sessions: unnoticed and limited opportunities for interaction, opening space for interactivity through conversations, and centering interactivity for critical thinking and deeper understanding was pivotal. Therefore, this study emphasizes the urgency of improving the reading proficiency of preservice teachers and the necessity for transformative changes in teacher training programs.

Transpositioning in English medium instruction classroom discourse: insights from a translanguaging perspective

The concept of ‘transpositioning’ is an emerging notion in the field of Applied Linguistics, influenced by positioning theory and liquid modernity. Transpositioning involves individuals breaking away from their predefined roles and adopting different perspectives through translanguaging. However, there is currently a lack of research exploring how multilingual classroom teachers can transcend their positions using translanguaging to achieve their specific communication goals in multilingual classrooms. This study is the first study that investigates how an English-Medium-Instruction teacher undergoes transpositioning by adopting different positionings to construct an imaginary scenario and engaging in co-learning with students. The study employs Multimodal Conversation Analysis to analyse the classroom interaction data, and the findings are triangulated with video-stimulated-recall-interview data, which is analysed using Interpretative Phenomenological Analysis. The paper argues that transpositioning is a fundamental aspect of the teacher’s classroom translanguaging competence. This competence involves not only the strategic utilization of multilingual and multimodal resources to construct new knowledge and achieve specific pedagogical goals, but also requires the teacher to selectively draw from his repertoire and modify his identity positions in response to the evolving dynamics of classroom interaction.

Conversational Analysis: Types and Function of Speech Acts in EFL Classroom Interactions

Conversational Analysis: Types and Function of Speech Acts in EFL Classroom Interactions

From classroom interaction to academic success: tracing the mediating role of effective communication in faculty-student dynamics

From classroom interaction to academic success: tracing the mediating role of effective communication in faculty-student dynamics

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 .

Research and Practice of Integrating Ideological and Political Education into the Teaching of Sales and Negotiation Courses

This paper conducts an in-depth analysis of the current status of integrating ideological and political education into sales and negotiation courses in higher vocational colleges. It points out issues such as the fragmentation of ideological and political elements, the monotony of teaching methods, the ambiguity of the evaluation system, and the insufficient emphasis on practical orientation. To address these issues, the paper proposes a series of solutions: systematically exploring and integrating ideological and political elements in the curriculum, innovating teaching methods to enhance classroom interaction and practicality, establishing a comprehensive evaluation system to scientifically assess students' learning effects in ideological and political education, and strengthening the practical orientation of the curriculum to enhance students' practical application ability and social responsibility.

More than Steepness: Introducing Slope Quantitatively with Interactive Dynamic Representations

We report on a long-term collaboration with ninth-grade mathematics teachers at a linguistically diverse high school in which we examined the intersection between mathematics and language, and how language and mathematical thinking can be developed together in a multilingual setting. We co-designed lessons that promoted conceptual understanding, increased students’ access to grade level mathematics and created opportunities for students who are classified as English learners to participate in discussions. Our content focus was linear and exponential rates of change. In this article, we focus on linear rate of change and its connection to slope. After identifying three distinct meanings for and uses of slope in a ninth-grade mathematics textbook: (a) slope as steepness, (b) slope as rate of change, and (c) slope as a property of collinearity (presented in this order) and observing student interactions around slope concepts, we considered whether it may be more beneficial for students, particularly emergent multilingual students, to develop a robust quantitative understanding of slope first, then introduce the other two meanings of slope as an application of rate of change. To achieve this, we created a series of lessons incorporating dynamic interactive technology and mathematical language routines. We share three of these lessons in this article and include a classroom vignette illustrating the classroom interactions that were achieved through using our first Desmos activity.

Environmentality in (food) sustainability education: an analysis of a pedagogic intervention in Italy

ABSTRACT This article applies a governmentality perspective to approach education for sustainability. First, we outline governmentality through a Foucauldian lens and consider the emergence of environmentality in Italian education. Next, we analyse education for sustainability teaching and learning dynamics. Focusing on a pedagogic intervention carried out in a hotel-management vocational high school, we explore how school programming, classroom interactions, teachers, and environmental experts conceptualise food sustainability, influencing the pupils' view. Precisely, by analysing the ‘From farm to fork' programme – the empirical case study we have investigated – three pedagogic processes are detected: ‘framing', ‘politicising', and ‘normalising'. Our argument is that they work in tandem to problematise the socio-ecological implications of eating consumption choices and to guide students towards the neoliberal solution of sustainability. Implications of this research discuss how neoliberalism influences pedagogic activities, especially as it relates to establishing environmentally responsible action and shaping the ethics of the sustainable citizen.

Mapping oral feedback interactions in young pupils’ writing

ABSTRACT The quality of feedback interactions, when young pupils write, influences their learning processes. Still, teachers tend to use feedback that provides little information to enhance pupils’ understanding and learning regarding their literacy skills. More knowledge about feedback interactions for young pupils as they write is needed. Thus, we wanted to investigate: What characterises oral feedback interactions in classrooms between teachers and young pupils while pupils write? Observations were collected using video recordings from 14 second-grade classrooms in Norway (pupils 7 years old). Seventy-two hours of video-recorded lessons were studied using thematic analysis. The results show a pattern where teachers praise general ability at the self-level and correct specific mistakes at the task level, less information about writing strategies is provided.

Normal Pregnancy Care and Physiology and Select Pregnancy Complications: A Flipped Classroom Case for the OB/GYN Clerkship.

This module teaches core knowledge and skills for undergraduate medical education in reproductive health, providing instruction in the management of normal and abnormal pregnancy and labor utilizing interactive small-group flipped classroom methods and case-based instruction. Advance preparation materials were provided before the education session. The 2-hour session was facilitated by clinical educators using a faculty guide. Using voluntary surveys, we collected data to measure satisfaction among obstetrics and gynecology clerkship students and facilitators following each education session. Capturing six clerkships spanning 9 months, 116 students participated, and 64 students completed the satisfaction survey, with 97% agreeing that the session was helpful in applying knowledge and principles to common clinical scenarios. Most students (96%) self-reported that they achieved the session's learning objectives utilizing prework and interactive small-group teaching. Nine clinical instructors completed the survey; all agreed the provided materials allowed them to facilitate active learning, and the majority (89%) agreed they spent less time preparing to teach this curriculum compared to traditional didactics. This interactive flipped classroom session meets clerkship learning objectives related to the management of pregnancy and labor using standardized materials. The curriculum reduced preparation time for clinical educators as well.