Classroom Communication Research Articles

Examining How Semantics Influences Communication in the Classroom

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

An Analysis on Problems of Teacher Feedback in English Teaching

Teacher feedback is an essential component of classroom communication, optimizing the teaching process, and achieving harmonious unity between teaching and learning. Therefore, teachers should timely update their teaching concepts, adopt different feedback modes in order to cultivate students’ learning interests, enhance their learning motivation, establish their confidence, stimulate their potential, and promote their comprehensive development. Based on an overview of the definition, types, and functions of teacher feedback, this paper analyzes the problems of English teacher classroom feedback in China and proposes corresponding optimizing strategies, including improving teachers’ feedback knowledge literacy, enhancing feedback usage ability, embodying the concept of “student-centered” and so on.

Insights into multilingualism in school settings: Unveiling teachers’ language attitudes and beliefs

Abstract (Prospective) German teachers for primary schools often find themselves overwhelmed in multilingual contexts within the school framework. This can lead to challenges in managing linguistic diversity, including instances of language-related discrimination and other manifestations of language ideologies influenced by teachers’ attitudes and beliefs. This article delves into specific instances of discriminatory actions within the educational setting. By employing frame analysis and involving passive qualitative classroom observation with field notes, the study aims to provide a detailed description and interpretation of linguistic actions in the communication process. Additionally, the analysis facilitates the modeling of classroom communication, offering practical insights for teacher training programs to address linguistic diversity effectively and prevent instances of linguistic discrimination. As an observational tool, frame analysis should prompt (prospective) teachers to engage in critical reflection on the origins of their own attitudes and beliefs, encouraging them to reconsider and revise their perspectives.

“A lonely time for deaf and hard of hearing kids”: A qualitative study of the impact of pandemic precautions on classroom communication for adolescents with hearing loss

BackgroundPandemic public health measures, such as masks and social distancing, present unique challenges for people who are hard-of-hearing. This study sought to understand how adolescents with varying levels of hearing loss would describe their experiences communicating in a classroom environment during a pandemic and its associated public health measures. MethodsQualitative study utilizing one-on-one semi-structured interviews conducted from July 2021 to April 2022. Interviews were transcribed and analyzed using a reflexive thematic analysis to conceptualize the main themes from the data. Adolescents ages 12–17 who attended school in person during the COVID-19 pandemic with either normal hearing or; bilateral cochlear implants or; bone-anchored hearing aids or; unilateral moderate to severe (40–70 dB) conductive hearing loss secondary to mastoidectomy, were interviewed. Participants were recruited from BC Children's Hospital Otolaryngology clinic via a convenience sample. ResultsFourteen adolescents were interviewed with a median age of 15, 9 with hearing loss and 5 with normal hearing. Pandemic associated challenges such as masks muffling speech, protocol fatigue, and missing pre-pandemic life were present in both the hearing loss and normal hearing groups. Classroom communication for adolescents with hearing loss was disproportionately affected by pandemic measures, leading to challenges making friends, feeling behind their peers in learning, and listening fatigue. Resilience was noted among adolescents with hearing loss in their ability to adapt to pandemic measures and changing classroom dynamics. For adolescents with unilateral hearing loss, the pandemic provided an improved listening environment via a reduction in background noise. ConclusionPre-existing classroom communication challenges for adolescents with hearing loss were amplified under pandemic public health measures and shared, in part, by those with normal hearing. These findings can be used to further inform classroom design to the optimize learning environment for deaf and hard of hearing students.

Enhancing Chinese students’ willingness to communicate (WTC) in EMI classrooms: Do learning motivation and academic self-efficacy matter?

Due to the vital role of classroom communications in the success of EMI courses, factors driving students to communicate with teachers and classmates need to be recognized. In this respect, several scholars worldwide have explored different emotional, personal, and environmental sources of students’ willingness to communicate (WTC). Nonetheless, the impacts of learning motivation and academic self-efficacy have somehow been overlooked in previous investigations. That is, few investigations have inspected the effects of these personal factors on students’ decisions to speak. Additionally, no research study has been carried out on the consequences of motivation and self-efficacy for EMI students’ decisions to communicate. To address the mentioned gaps, this investigation measured the influences of learning motivation and academic self-efficacy on Chinese EMI students’ WTC. In doing so, three closed-ended questionnaires were given to 303 Chinese EMI students. Correlation tests indicated positive links between WTC, academic self-efficacy, and learning motivation. Regression analysis also demonstrated the significant, positive effects of learning motivation and academic self-efficacy on Chinese EMI students’ WTC. The results of this inquiry could be beneficial for all EMI teachers and teacher trainers.

Analyzing Teacher Discourse: Understanding the Role of Teacher Talk in ESL Classroom Communication

Analyzing Teacher Discourse: Understanding the Role of Teacher Talk in ESL Classroom Communication

EFL teacher self and collective efficacy scale (ETSCE): Developing efficacy measures in teaching EFL

This study aimed to develop a self- and collective efficacy measure for Indonesian EFL teachers focusing on teaching responsibilities, undertaken student advisory, coping English as classroom communication, English milieu, and institutional tasks. This study focused on demonstrating the development and validity of EFL Teacher Self- and Collective Efficacy Scale (ETSCE). The study used a quantitative research approach with cross-sectional survey research design. There were sixty-two EFL teachers involved in the study chosen using a voluntary sampling technique. Results showed that Content Validity Ratio (CVR) index was .5 with four panelists arguing valid with no revision. The internal consistency test showed a very highly reliable (α = .977) with no negative value in Inter-Item Correlation, which indicated all items measured the same underlying characteristics. Another result showed that all sub-scales in both self- and collective efficacy were categorized in a very highly reliable (α > .7) Therefore, the final ETSCE produced by this study is valid and reliable and can be a reference for those who have sought to study self- and collective efficacy in teaching EFL in Indonesia.

The Classroom Communication and Collaboration Appraisal: A Comprehensive Tool for Assessing Communication and Collaboration in Classroom Environments.

The aim of this research note is to introduce a new appraisal form, the Classroom Communication and Collaboration (C3) Appraisal, designed to evaluate communication and collaboration within classroom settings. A comprehensive synthesis of the key skills from a broad range of publications on successful communication and collaboration in the classroom was conducted. The resulting appraisal comprises 39 items across six scales: crafting clear messages, appropriateness of communication exchange, active listening, pragmatics and discourse, communication breakdown, and collaboration. To demonstrate its application, an exemplar usage of the C3 Appraisal involving a hearing child and a child with hearing loss engaged in a collaborative learning task is presented. The C3 Appraisal allowed for the quality and successfulness of the collaborative learning task between the two children to be assessed and quantified across the six scales. These findings highlight the utility of the C3 Appraisal as a valuable tool for evaluating communication and collaboration in classroom environments. Next steps are to test the reliability and validity of the C3 Appraisal on a large data set.

Communication self-efficacy and communication apprehension in a national sample of undergraduate nursing students: A cross-sectional study

AimThe aim of this study was to explore communication apprehension and communication self-efficacy in undergraduate nursing students and identify factors that contribute to communication apprehension and communication self-efficacy. BackgroundCommunication education and skills training is often incorporated into undergraduate nursing curricula; however, communication competence continues to be a problem for novice nurses. Communication apprehension is a concept that has been only minimally researched in nursing education and can have a negative impact on student communication readiness. DesignThis study employed a cross-sectional design and surveyed a national sample of undergraduate nursing students between October 2022 and March 2023. MethodsAn online survey was sent out to undergraduate nursing student members of the National Student Nurses Association as well as nursing education programs in 8 states and the District of Columbia. The survey was comprised of demographic questions, the Personal Report of Communication Apprehension, and the communication subscale of the Nursing Student Self-Efficacy Survey. ResultsApproximately 22.1 % of the students had high communication apprehension, with the highest communication apprehension in public speaking and classroom communication. Communication self-efficacy scores ranged from 12 to 40, with a mean of 31.65 (SD = 6.28). Communication apprehension and communication self-efficacy were significantly negatively correlated. Positive and negative affect were significant predictors of communication apprehension. Affect, as well as current healthcare employment were significant predictors of communication self-efficacy. When controlling for all demographic, educational, and psychological variables, communication apprehension was a significant predictor of communication self-efficacy. ConclusionsThis study is one of the few to explore communication apprehension in undergraduate nursing students. Data demonstrated that communication apprehension is a prevalent problem for many nursing students. Communication apprehension was also found to be a significant predictor of communication self-efficacy after controlling for all other variables. Progression through nursing education did not show a correlation with a decrease in the students’ communication apprehension or increase in communication self-efficacy. Given these findings, educational efforts aimed at reducing communication apprehension and enhancing students' school-related affect could contribute to an improvement in communication self-efficacy.

Developing Soft Skills in the Artificial Intelligence Era: Communication, Business Writing, and Composition Skills

This study explores the development of soft skills in the Artificial Intelligence era. Initially, the study, through an anonymous online survey, explored why students use AI and Large Language Models (LLMs). It was found that students use AI for general and academic purposes. From a general perspective, students use AI and LLMs for (1) convenience, (2) lack of time, and (3) lack of curiosity/interest. From an academic perspective, students use AI and LLM platforms as they (1) lack familiarity/knowledge, (2) lack basic skills, (3) lack confidence, (4) have an eagerness to score high grades, and (5) wish to provide different perspectives. To assist in developing students’ soft skills and discourage possible destructive outcomes in the AI era, the study suggests integrating AI platforms as part of teaching. This integration can be carried out by (1) introducing AI tools to students in a productive manner, (2) aligning the use of AI tools with the curriculum and teaching styles, (3) planning lessons and interactive activities using AI platforms, and (4) using AI tools to provide feedback and vice versa. In communication courses, instructors shall (1) create a supportive environment, (2) organize classroom discussions and debates, (3) create public speaking opportunities, (4) provide room for oral communication practices, (5) integrate the use of technology and multimedia, and (6) provide feedback and reflection. In business writing courses, instructors shall (1) encourage effective communication in classrooms, (2) facilitate collaboration and teamwork, (3) use role-play scenarios, (4) introduce project management tools, (5) teach professional etiquette, and (6) organize networking events. In composition courses, instructors shall (1) embrace technology, (2) teach students to critically evaluate online sources, (3) design assignments that require critical analysis, (4) encourage creative writing assignments, (5) promote imagination and originality, and (6) conduct workshops. These practices, which are provided in line with AlAfnan’s taxonomy of educational objectives, shall assist students in developing their soft skills in a way that maintains the relevance of classroom teaching in the AI era.

Communication Barriers in Instructional Delivery as Experienced by AIMS Students in an Online Pedagogical Environment: An Exploratory Sequential Approach

With the continuous evolution of the computer and internet in the late 20th century , eLearning tools and delivery methods have expanded making it easier for people to learn at home. Seeing its potential as an alternative learning modality, universities and colleges all over the world have taken opportunity of online learning as another mode of instruction. However, this did not come handy to its stakeholders as online learning is also replete with problems. Much to its inherent perplexities, the communication barrier between a teacher and its respective students is one of the prevailing gaps that seem to mostly affect the efficient learning of students. This directed the proponent to explore and focus on the aspects that hinder the effective communication of both the teacher and students in a virtual classroom.
 Contextualized under the instructional delivery continuum, the researcher analyzed the communication barriers inherent in a virtual classroom utilizing the exploratory sequential mixed-method (ESMM) approach. Underscoring experiences of learners from Asian Institute of Maritime Studies (AIMS), qualitative data was initially gathered from 6 conveniently sampled students through a focus group discussion (FGD). Constant comparative method (CCM) was used in analyzing the data. Four themes emerged on this phase: 1) Lecture/Lesson Proper Problems (LLPP); 2) Assessment Instructional/Material Problems (AIMP); 3) Technology/Software-Related Problems (TSRP); and, 4) Technology Incapacity Problems (TIP). Using the qualitative results as theme constructs in developing the 37-item survey questionnaire, the quantitative phase explored further the communication barriers experienced by a cross-sectional sample of 318 AIMS students. Employing a 4-point Likert scale (1=Strongly Disagree; and, 4=Strongly Agree), mean data revealed the following results: TSRP earned the highest communication barrier problem (M=2.93); followed by LLPP (M=2.89); then AIMP (M=2.73); and, TIP (M=2.41). Based on the results, the respondents expressed two major communication barriers in the instructional delivery of lessons and materials in an online modality. These are online teaching management and technological efficiency. A virtual classroom communication management plan especially anchoring on the two major communication barriers was proposed to be developed.

Teaching Social Justice: Critical Tools for the International Communication Classroom (Book Review)

Teaching Social Justice: Critical Tools for the International Communication Classroom (Book Review)

LEARNING HOW TO WRITE SOCIALLY APPROPRIATE EMAILS THROUGH TEXTBOOKS: AN EVALUATION OF INTERNATIONAL ENGLISH TEXTBOOKS

his study investigates email pragmatic instruction in four sets of international English textbooks. The prevalence of email communication in today’s technology-mediated world necessitates its inclusion in second language classroom instruction. However, our analysis of the books reveals inadequate attention to the sociocultural aspects of email writing. The analysis also indicates limited opportunities for learners to notice form-function-context connections, engage in output practice, and reflect on their pragmatic performance. These findings underscore the gap between research recommendations and current teaching practices, highlighting the urgent need for textbook writers to integrate research findings for enhanced pragmatic instruction. The findings also provide recommendations for teaching email communication in the second language classroom.

A model of effective teaching of economics in higher education: the integral role of classroom learning environment, instructional practices, and teacher characteristics

Yidana and Darkwa explore university students’ perceptions of how the classroom learning environment and Economics teachers’ instructional practices promote learning in higher education. The researchers developed and empirically tested a framework that characterises quality Economics instruction. The outcomes of the study suggest that the conceptual framework is valid and reliable and can effectively be used to evaluate quality Economics instruction in higher education. The results indicate key areas that are beneficial concerning student perceptions of teacher effectiveness in promoting student learning. These include planning and preparation, scaffolding of instruction, classroom communication, classroom management, classroom learning environment, and teacher characteristics.

ELF and Transcultural Communicative Practices in Multilingual and Multicultural Settings: A Theoretical Appraisal of Recent Advances

Transcultural communicative practices (TCPs) have become increasingly important in English language pedagogy owing to the growing number of multilingual and multicultural settings. In this study, I theoretically appraise these practices and place them in the context of English as a lingua franca (ELF) and transcultural communication in the English language classroom. Drawing on Takkula et al.’s (2008) claim that all people are products of their native culture and mother tongue from the moment of birth, the paper argues that language students must be educated to overcome their culture-bound assumptions and beliefs and acquire the necessary skills for transcultural exchanges and that to this end, ELF is a valuable transcultural communication tool. The benefits and challenges of such practices are also discussed. The benefits for students include increased cultural sensitivity, improved communication skills, and enhanced critical thinking, whereas the challenges include language barriers, cultural differences, and class time constraints. The study concludes with hints for English language teachers and practitioners to effectively implement TCPs in classrooms to promote transcultural understanding and communication among students.

Code-Switching for the Functions of Conveying English Lesson Material in Teaching English at the MAN 1 Praya

This research aims to describe code switching in classroom communication from the perspective of academic function. In this study, the researcher used the qualitative descriptive research that involved two teachers as research subjects at the MAN 1 Praya, Central Lombok. The technique applied in this research is an observation technique accompanied by a recording technique. At the data analysis stage, the method used in this research is a qualitative descriptive method. The informal presentation model is explained directly in each analysis. The result of the research showed that the code switching owned twelve functions based on conveying English lesson materials. With reference to such functions, code switching in English language learning can be made as far as it satisfies the functions. As the students’ English mastery improves, the use of code switching needs to be reduced.

THE USE OF SPEAKING STATION SITE FOR EFFECTIVE COMMUNICATION IN ESL CLASSROOM

English language teachers or instructors need changes from time to time. In Malaysia, the focus of English teaching and learning has shifted from accuracy to fluency; the effective usage of the language. Today, students are expected to use the English language in daily communication as well as to learn the workplace English language communication skills. The common speaking lesson in the classroom only requires the students to respond to simple utterances. Thus making some students reluctant to speak. Due to this reason, English language teachers or instructors need to have a solid platform that can guide them in planning and creating better ESL classroom communication. This research was conducted with the aim to help teachers in conducting effective ESL classroom communication. A speaking station site is created to allow English language teachers or instructors to explore their course of action taken in teaching speaking activities after viewing the speaking station site. This speaking station site offers teachers or instructors a guide in the simplest education technology. The site does not require specific payment and almost all can access the link to the platform. The data was collected through interview questions conducted via Google form. Then, it was analysed quantitatively and qualitatively. The results showed English language teachers or instructors are at ease with the speaking station site as it provides guidelines for them to plan effective communication classes properly. Further improvement can be considered in providing a checklist to ensure teachers or instructors evaluate their course of action.

Using interactive management research in the organizational communication classroom

ABSTRACT This classroom assessment article shares the findings of a practicum-based undergraduate organizational communication course using interactive management research (IMR). IMR is a participatory action research methodology that fosters group design thinking to envision perceived pathways for collectively organizing to address a social issue. The methodology was used with undergraduate students to teach communication as constitutive of organizations and diversity, equity, and inclusion (DEI) in the workplace. According to the perceptions of students, inclusive organizing begins with inclusive policies and informed leadership to promote a receptive organizational climate where students, faculty, and staff can make microlevel commitments. This perceived top-down flow of organizing presents pedagogical, theoretical, and practical implications for communication teachers when teaching organizational communication and DEI to their students. Finally, methodological implications are presented for future teachers that wish to implement IMR as part of a practicum-based undergraduate course.

Implementing action research to improve L2 classroom communication patterns: a grounded theory analysis approach

ABSTRACT The purpose of this paper is two-fold: it begins by exploring communication patterns in Iranian second language (L2) classrooms, then describes the implementation of action research in two different cycles to enable teachers to identify possible problems in their L2 classrooms and find ways to improve them. Through qualitative analysis of interviews, audio-records, observations, field notes and reflective journals, three main themes were identified, namely, communication patterns in L2 classroom, problems in these patterns, and action research and communication patterns. Two theoretical models for improving communication patterns in L2 classrooms were also established based on the key themes and patterns extracted from the data. The implications of the findings are likely to be of interest to teaching practitioners, teacher trainers, syllabus designers, materials developers, English as a Foreign Language (EFL) teachers, as well as action researchers. However, the findings of the present study should be interpreted within certain limitations, as set out in the article.

Pre-service EFL Teachers' Oral Corrective Feedback on Students' Foreign Language Production

In the context of classroom communication, offering Oral Corrective Feedback (OCF) carries several advantages for enhancing students' proficiency in speaking a foreign language. It is crucial for pre-service teachers to possess the necessary skills to deliver constructive OCF to students. This research aimed to investigate the kinds of OCF provided by Pre-service EFL teachers. Two pre-service EFL teachers participated in this research. To gain data, the researchers employed recording and observation sheets to capture and document OCF within classroom settings. The data were analyzed by using descriptive analysis. The data were tabulated first. Then, each type was completed with an example of how they delivered it. After that, it was counted which type of OCF was mostly used by pre-service teachers. This research found that when providing oral comments, the two pre-service EFL teachers under observation had distinct preferences. While the other is still restricted, the first is very diversified. Nonetheless, elicitation is the OCF type that both of them employ the most frequently. This study provides benefits for different groups, the lecturer who handles teaching practicum subjects, students as foreign language learners, and pre-service EFL teachers themselves.