Interactional Competence Research Articles

Teacher candidates' preparedness to address diverse situations that can threaten pupils’ well-being

Amid uncertainty, teacher candidates (TCs) face increasingly complex situations when encountering pupils. However, TCs' perceived preparedness to address pupils' well-being threats remains scarcely mapped. We examined this among Finnish classroom TCs (N = 112) through a questionnaire comprising 15 situations. TCs felt least prepared addressing threat- and crisis-related anxiety and addictions, and most prepared observing peer collaboration difficulties and responding to bullying. Distance teaching weakened perceived preparedness, overall. To enhance the realization of children's right to support and TCs' well-being, we call for adopting an ecosystemic approach to well-being and placing emotional–interactional competencies at the core of teacher education.

Improving Parent-Child Interaction and Reducing Parental Violent Discipline – a Multi-Informant Multi-Method Pilot Feasibility Study of a School-Based Intervention

Abstract Purpose Globally, many children are exposed to violent discipline in multiple settings. Interventions to prevent violent discipline are therefore highly needed. In the present study, the feasibility of the intervention Interaction Competencies with Children – for Parents (ICC-P), an additional module of a school-based intervention for teachers, was tested. The intervention aims to prevent violent discipline by changing attitudes towards such method and fostering supportive adult-child interaction through non-violent interaction skills. Methods In total, 164 parents (Mage= 39.55, range = 24 70, 72.3% female) from four public secondary schools in Tanzania participated in a four-day training conducted by six trainers (Mage= 44.67, range = 40–47, 50% female). Using a One-Group Pre-Post design, we measured the feasibility and preliminary effectiveness of the intervention qualitatively and quantitatively. Parents were assessed via self-administered questionnaires before and six weeks after the intervention. Trainers rated the implementation of every workshop session. Results Based on descriptive statistics and Classical Content Analysis, implementing trainers and participants rated ICC-P as feasible. Participants indicated a high need for such interventions and showed high acceptance. They were able to integrate core aspects of the intervention in their daily interactions with children. Using t-tests, ICC-P proved to be preliminarily effective; parents reported applying less violent discipline and holding more critical attitudes about such measures after the intervention. Conclusion ICC-P is feasible intervention that showed initial signs of effectiveness. We recommend combining the parents’ training module with the teachers’ module to prevent violence in multiple settings.

A Conversation Analytic Study on Scaffolding Strategies Applied in an Online English Class

In higher education, it is anticipated that English students should possess both proficiency in language and the capacity for critical thinking. Nonetheless, the dynamics of English as foreign language (EFL) classrooms often reveal a tendency for teachers to exert significant control over the class. Thus, this study aims to discover the scaffolding strategies applied by the teacher in an online EFL class in terms of classroom interactional competence (CIC). The participants were twelve English preparatory class students studying at A2 level of a state university in Türkiye. The majority of the students were Turkish and one of them was Somalian. They were enrolled in the same class. In the application process, the Microsoft Teams educational platform was used, and the lesson was conducted synchronously through this platform. The lesson lasted ninety minutes. By adopting a conversational analysis (CA) approach, a ninety-minute online English class was critically examined within the scope of Walsh’s (2006) self-evaluation of teacher talk (SETT) framework and concept of CIC. The interaction was analyzed by specifically focusing on scaffolding mechanism. According to the findings, the teacher was found to apply restating, reformulation, inviting participation from students, providing explanation, modelling, extension, further explaining students’ understanding and checking scaffolding strategies.

“Atypical Interactions” in Healthcare: A State-of-the-Art Literature Review of Conversation-Analytic Research, with Reflections on Equity, Diversity, and Inclusion

ABSTRACT Our state-of-the-art review examines conversation-analytic (CA) research on healthcare encounters in which the patient has a disability that can affect their communication, using the lens of the social relational model of disability. We report findings via the following themes: where (and why) interactional challenges arise, practitioner barriers and facilitators to effective communication, how behaviors interpreted medically as symptoms can be understood as interactional competencies, and understanding the role of companion. We reflect on equity, diversity, and inclusion in CA research, arguing that labeling interactions as “atypical” can lead to assumptions that findings are circumscribed and have no wider applicability. Existing research has focused on specialist settings created for people with one particular condition, overlooking their healthcare interactions with other healthcare services. We argue that CA research on healthcare and beyond should include a more diverse range of interactants and also discuss why. Data in examples are in multiple languages.

Impact of Smartphone Usage on Academic Performance: A Study on Higher Education Students

As smartphones become increasingly integrated into academic settings, understanding their impact on student performance is crucial. This study investigates how interaction competency which means communication skills, smartphone self-efficacy, and behavioral intention to use a smartphone affect academic performance. A mixed-methods approach was employed, combining surveys and interviews. Results indicate a significant positive relationship between interaction competency, smartphone self-efficacy, behavioral intention, and academic performance. Students with higher interaction competency and smartphone self-efficacy tend to perform better academically. Additionally, a strong behavioral intention to use smartphones positively influences academic outcomes. Interviews highlighted nuanced perspectives on smartphone usage and confirmed the quantitative findings. Participants described how interaction competence facilitated effective communication and collaboration, positively impacting their academic endeavors. Moreover, smartphone self-efficacy influenced confidence in utilizing educational resources and managing study routines. Thus, promoting interaction competency and smartphone self-efficacy among students should be combined with strategies to develop responsible smartphone usage for academic purposes. However, limitations in the study include potential biases in self-reported data and the generalizability of findings to broader populations.

Exploring the Potential of a Spoken Dialog System-Delivered Paired Discussion Task for Assessing Interactional Competence

ABSTRACT While several studies support the appropriateness of tasks delivered through Spoken Dialog Systems (SDSs) for L2 oral communication assessment, few studies have explored the construct of interactional competence (IC) as measured by such tasks. This study aims to address this gap in the literature by investigating the use of IC features by high- and low-ability test-takers in performance on an SDS-delivered paired discussion task, along with the perceived appropriateness of the SDS as a conversation partner. Data collected from 30 test-takers and three trained raters included test-taker task responses, task scores, and semi-structured interviews. The analysis of the task responses for IC features based on a coding scheme adapted from Galaczi (2014) showed that the majority of the features included in the construct definition in the study were consistently observable in the task responses, and the use of observed features generally varied with score levels as expected. The qualitative analysis of the interviews revealed that test-takers generally perceived the system as an appropriate partner for oral communication assessment, although they noted several technical limitations that could affect their task performance. This study helps us better understand the construct of IC underlying SDS-delivered tasks and offers implications for designing and validating these tasks.

Head teacher’s adviser for moral education and interaction with children’s public organizations: evaluating expectations and potential for improving the quality of moral education in Russian sec-ondary schools

Introduction. The article examines how introducing the position of head teachers’ advisers on moral education and interaction with children’s public associations influences the quality of moral education in Russian secondary schools. The purpose of the article is to assess expectations, examine practices and reveal the potential for improving the quality of moral education of children and youth determined by advisers’ work. Materials and Methods. The authors conduct a theoretical analysis of the essence of the advisers’ work, their competence and areas of interaction with students and teachers. The analysis is based on: the theory of personality development in the process of moral education, the person-centered approach to moral education, the beliefs that advisers represent children’s interests taking into account their anthropological needs, and the provisions of support and guidance for purposeful moral education. Empirical research methods include a survey of teachers and current advisers on the Google platform, organization of focus groups and reflection of experience. Results. The article reveals teachers expectations about age characteristics of advisers, their competencies and areas of work; teachers’ expectations and advisers’ self-evaluation results have been compared; the positive experience of advisers’ work is presented. The study identifies the degree of advisers’ satisfaction with the process of interaction with students, teachers, parents and leaders of children’s public associations. Difficulties and limitations of advisers’ activities are recorded; contradictions and the potential influence of advisers on improving the quality of moral education of children and youth are analyzed. Conclusions. In general, the study has revealed a positive response from teachers and current advisers to the need to intensify moral educational work and demonstrated the sustainability of the demand for increasing students’ alertness and initiative. The study concludes that the influence of advisers on improving the quality of moral education in secondary schools will be more pronounced in case theoretical approaches to understanding the essence of advisers’ work, their role and functions in educational settings are developed; advisers’ professional competencies are clarified; scientific and methodological support for preparing and professional development of advisers are provided.

Developing the Interprofessional MyTeam Model with Clients and Professionals in Social and Health Care Services

Background: Clients with complex life situations and increased health problems are often bounced between different services because they need services which are provided by different organizations and professionals (Manning & Gagnon 2017, Blumenthal et al 2016). The client-oriented approach means that professionals are combining their competencies and working together based on clients’ needs. To strengthen the interprofessional co-operation it is necessary to develop practical model for professionals. Health and social service reform in Finland also aims to improve multi-sectoral cooperation for better quality of care, equality, and lower costs (Health and Social Services Reform 2022).
 Aim and implementation of the project: The aim of this project is to further develop a practical model for interprofessional cooperation to meet clients´ complex needs. The origin of this model is from geriatric health care. The project aimed to expand the original concept to wider customer groups.
 The phases of the project were following: 
 A.Four working groups were formed which were led by the project manager.
 B.Education and workshops were offered for professionals and service managers to gain understanding about the interprofessional cooperation with clients and systemic approach in teamwork.
 C.Recruiting clients to pilot-test and evaluate the new model.
 D.Modify the model based on the experience from pilot-testing. 
 The phases were overlapping, and the model was developed in all phases.
 Results: The clients who participated to test the model experienced that their situation and problems were taken more seriously, and they got more comprehensive assistance and support in their life. The professionals were relieved because the responsibility of complex clients’ situations became shared between professionals. The service plan was written in every meeting with clients and professionals. The customer-oriented, systemic MyTeam-practical model for interprofessional cooperation was established, as well as instructions for documenting the clients´ service planning, quality monitoring guide for MyTeam-practical model and material for clients.
 
 
 Conclusions: To promote fluent working between different professionals for the clients best, requires agreed working methods in client orientation, competence in interaction and skillful management to lead interprofessional working groups (Timperi 2022). The clients´ and professionals´ experiences are valuable, when developing interprofessional work. With interprofessional teamwork it is possible to avoid overlapping and separate plans, which are not promoting but hindering clients´ complex life situations. In the future it is necessary to explore the effectiveness of MyTeam-practical model.

Экопсихологическая компетентность во взаимодействии с пространственной средой повседневной жизни: теоретические основы и практики развития

The author analyzes the theoretical foundations and practices of the development of ecopsychological compe-tence as the ability of the subject to determine and transform the potential of various characteristics of the spa-tial environment of everyday life into a psychological resource necessary to maintain optimal functioning. A review of theoretical approaches, the focus of which is the position of the environment “as a resource of psy-chological health” and “a resource for overcoming stress” (according to S.K. Nartova-Bochaver), allows us to conclude that there is an impressive number of theoretical “constructions”, where the spatial environment is considered as a factor with which human interaction can contribute to subjective well-being and optimization of psychological functioning. As examples, the salutogenic approach to the interaction between man and the envi-ronment, the theory of the supporting environment, the theory of the restorative environment, the theory of the health-saving environment are given. Some practices of developing a conscious attitude and using the spatial environment of everyday life to maintain psychological well-being are analyzed. It is emphasized that one of such practices is “landscape analytics”, representatives of which note that the psychological resources of inter-action between a person and the space of the natural environment are associated with solving the problems of self-knowledge, self-change, projection, as well as actualization of various meanings, experiences and actions. Another area that actualizes the possibilities for the development of ecopsychological competence is the per-ception of images of the urban and natural environment, where attention is paid to Researchers focus on the resourcefulness of elements and the quality of the visually perceived spatial environment in the field of optimi-zation of cognitive functions and emotional background. Independent practice focused on the development of ecopsychological competence is participatory design, within the framework of which the thesis of the psycho-logical resource of the spatial environment for the development of the subject’s acousticity is formulated. Proof of the existence of a spectrum of everyday practices of office employees to regulate their condition and per-formance by operating with various properties of the spatial environment is the subject of an empirical analysis of ordinary techniques of help in the office. The author concludes that it is relevant to develop a program for the development of ecopsychological competence in interaction with the spatial environment of everyday life.

Classroom interaction in an online context: A translanguaging informed conversation analysis perspective

This study aims to investigate the mode-divergent practices of pre-service teachers in an online context. Firstly, 16 h of classroom interaction is analyzed via Conversation Analysis utilizing the Classroom Interactional Competence framework. Then, the translanguaging pedagogy perspective complements this analysis by focusing on linguistic, social, and psychological aspects. The conversation-analytical findings demonstrate the failures in constructive alignment, and an inordinate amount of wasted time with no satisfying results has been observed. It is shown that translanguaging pedagogy may support the creative, critical, and strategic utilization of bilingual students' entire repertoires in classroom practices. Overall, the analysis demonstrates how translanguaging pedagogies can inform mode-divergent practices in classrooms by which teachers’ interactional competence may be improved.

THE VALUE OF INTERNSHIPS IN CREATING AN AGE-SAVVY WORKFORCE

Abstract As the 65+ population continues to grow, so too does the need for an age-savvy workforce. There is not a field or profession that will not intersect in some way with older adults (Karasik, Donorfio, & Greenberg, 2023). Current work shortages and forecasts, however, raise considerable concern for a sustainable and adequately prepared workforce. With regard to preparation, gerontological field placements, internships, and practicums are becoming increasingly instrumental to workforce development. Both the Gerontology Competencies for Undergraduate and Graduate Education (2020) and AGHE’s Gerontology and Geriatric Curricular Standards and Guidelines (2021) strongly recommend internship, practicum, and/or field work experiences for students at all levels. Fostering a successful intergenerational experience, however, can be challenging. In this presentation, key components, core elements, necessary steps, best practices and logistical considerations will be discussed. For example, who are the key players and what are their roles in such experiences? What needs to happen at the programmatic and curricular levels? In addition to exploring the various facets of gerontological field placements, attention will be given to utilizing AGHE’s Standards and Guidelines and Gerontology Competencies to help identify several “interactional competencies” that relate to internships, practicums, and field experiences. This session also serves as an introduction to the range of perspectives (student, faculty, community agency) that follow.

Blended Learning as a Means of Forming Mathematical Competence of Future Teachers of the new Ukrainian School: Neuropedagogical Aspects

The strategy of education modernization at the present stage, the creation of a new information enlightening space, the use of global network technologies at all levels of education have led to the requirement to increase the level of methodological training of teachers who are ready to use new information technology in their professional activities. The necessity to involve advanced pedagogical technologies that form the student's network culture in the training of specialists in the educational institutions becomes topical. One of such technologies is the technology of blended learning, which combines online learning with face-to-face learning, integrating traditional forms with electronic technologies as an achpekt of neuro-pedagogical education. In particular, the concept of blended learning in the context of formation of mathematical competence is clarified and considered as an optimal environment for the development of competence of cooperation and interaction of future teachers in group projects in the conditions of neuropedagogical aspect.

Classroom interactional competence in an English medium instruction mathematics classroom: A creation of a technology-mediated translanguaging space

BackgroundSecond language classroom research has explored how teachers demonstrate their classroom interactional competence (CIC). CIC focuses on teachers’ ability to use appropriate language to mediate students’ learning and promote learning opportunities. Research on translanguaging has highlighted how teachers and students mobilise diverse multilingual, multimodal and spatial repertoires to collectively construct meaning in classroom interactions. Aims and samplesBased on a larger linguistic ethnographic project in a Hong Kong English-Medium-Instruction secondary mathematics classroom, this paper adopts a case study approach in order to examine how the teacher’s use of iPad expands his choice for using different multimodal repertoire to mediate and assist students’ learning of academic language and mathematical knowledge. MethodsMultimodal Conversation Analysis is deployed to analyse the classroom interaction data and it is triangulated with the video-stimulated-recall-interviews that are analysed using Interpretative Phenomenological Analysis. ResultsIt is evident in the findings that the construction of a technology-mediated space displays the English- Medium-Instruction teacher’s CIC, harnessing the available semiotic repertoires afforded by the iPad in order to achieve his pedagogical goals. ConclusionsI argue that the notion of CIC can be conceptualised through adopting translanguaging as an analytical perspective, which highlights the teacher’s ability in orchestrating technological affordances for creating an interactional space for student learning. Such a conceptualisation reinforces the need for teachers to draw on a wide range of available multilingual, multimodal, and technological repertoire to create a learning environment conductive to interaction and academic and language learning in English-Medium-Instruction classroom.

Representation of Communicative Competence in an English Language Textbook

This study aimed to reveal the Communicative Competence category in the English textbook “Bahasa Inggris” for grade XI and the extent to which Communicative Competence has been accommodated in the textbook. Qualitative content analysis method was applied. The data were collected through reading, categorizing, and taking notes of the data into detailed information. The selected unit analysis was analyzed by referring to Celce-Murcia’s (2007) theory of communicative competence. The findings showed that all the categories of communicative competence by Celce-Murcia are found in the selected textbook. The categories include Linguistic Competence (14 activities, 11.11%), Formulaic Competence (6 activities, 4.76%), Sociocultural Competence (5 activities, 3.97%), Discourse Competence (60 activities, 47.62%), Interactional Competence (26 activities, 20.63%), and Strategic Competence (15 activities, 11.90%). These are represented in the textbook in the forms of exercises, instructions or materials, dialogues, discussions, expressions, and sentences. The results of this study contribute to English teachers in determining the appropriate competencies required by students to assist students in improving their communicative abilities.

Effectiveness of a Comprehensive School-Based Sex Education Program for Young Adolescents in the Netherlands.

Most sexual education programs traditionally focused on providing sexual information regarding the risks of sex. However, current studies on sexual behavior in youth show a need for truly comprehensive sex education approaches with a sex-positive focus on sexuality, that effectively improve sexual competence. Therefore, in the current study the effectiveness of "Love is…", a four lesson school-based program based on the Sexual Interactional Competence model and Attitude-Social-Influence-Self-Efficacy-model was studied. A cluster-randomized controlled trial on the effectiveness of "Love is…" was conducted in 2018-2020. The sample consisted of 1160 adolescents in grades 8 and 9 from nine schools in the Netherlands. The sample was 48% female, 34% Dutch/Caucasian, 41% none-religious and 50% higher educated. They were randomized at class level into a program group [n = 32 classes; 567 students (Mage = 13.74 (SD = 0.74))] and a control group [n = 31 classes; 593 students (Mage = 13.86 (SD = 0.73))]. Results showed that "Love is…" increased sexual knowledge, that adolescents in the program group showed less cyber victim blaming attitudes and increased in communications skills after the program. In conclusion, the current study shows that "Love is…" was effective not only on the knowledge level, but also regarding sexual attitudes and competences. However, due to the developmental process of sexuality, there is a necessity to continue lessons in following grades through booster sessions by reinforcing competences as communicating comfortably about sexuality.On 12 November 2019 the study design and hypotheses were registered in the Dutch Trial Registration, number NL8150. ( https://onderzoekmetmensen.nl/nl/trial/26676 ).

Ten Principles of Interactional Communication Skills Implementation in Learning

Communication skills in building an interactional atmosphere or interactional competence are future research in improving learning quality. The learning process in pesantren was usually one-way from the teacher to the students. This study aims to elaborate on applying ten principles for future research on interactional communication skills in the learning process at Mahad Assalam Qur'anic Boarding School. The analysis used qualitative methods. The data collection techniques were document studies, interviews, and observations. The results indicated that Mahad Assalam Qur'anic Boarding School had not fully implemented the ten interactional skills. The weakness was the management's lack of transparency regarding standard operating procedures, causing this research to be unable to confirm between interview data and the written documents. Non-disclosure regarding formal operating procedures documents can cause obstacles in applying the same standards and replicating learning methods. Interactional communication between teachers and students in the learning process and interpersonal relationships have been established. This finding allowed the continuation of the implementation of interactional communication skills after the learning process.

Developing Students’ Oral Interaction Competence Using Conversation Analytic Tools

Developing Students’ Oral Interaction Competence Using Conversation Analytic Tools

Exploring the impact of online learning on university students' classroom interactions

Online learning has evolved over the past 50 years, from early distance learning through postal systems to today's digital platforms. In recent years, the COVID-19 pandemic has accelerated the adoption of online learning, resulting in increased enrollments and opportunities for learners to improve their skills and employment prospects. Interactional competence, which refers to the skills required for effective communication and support in virtual environments, is an important component of online learning. The development of interactional skills has a positive impact on learning outcomes, engagement, collaboration and social presence. Online learning has both positive and negative effects on classroom dynamics. Online platforms allow students to engage in a variety of ways regardless of geography, fostering diversity and accommodating a wide range of learning preferences. However, the lack of nonverbal cues and face-to-face interaction can hinder teacher-student connections and make it difficult to assess learning in real time. Recognizing these effects is critical to overcoming limitations and improving the quality of online education. Online learning has become a dynamic educational paradigm with both advantages and disadvantages. The digital transformation of education continues to change the learning experience, highlighting the need for interaction skills and overcoming barriers to ensure successful and meaningful online education.

Generic competence among health sciences students in higher education – A cross-sectional study

BackgroundHighly competent health care experts are needed for the development of the social and health care sectors. More knowledge is needed on the levels of generic competencies that health sciences experts possess, particularly in the context of complex decision-making. ObjectivesTo describe self-evaluated generic competence of health sciences students and its associated factors. DesignA cross-sectional observational study design. ParticipantsA total of 291 health science students in five universities in Finland participated in this study during the spring of 2022. MethodsThe data was collected by using the HealthGenericCom instrument with 88 items and 8 sum dimensions using a five-point Likert scale (1—poor to 5—excellent): 1) competence in leadership, administration, and finance; 2) people-centred guiding competence; 3) competence of health promotion; 4) competence of evidence-based practice; 5) digital competence; 6) competence in work well-being and self-management; 7) competence in collaboration and problem-solving, and 8) competence in societal interaction. The K-means cluster algorithm was used to classify generic competence profiles to identify the profiles of health sciences students. ResultsFour generic health sciences competence profiles (A = 18 %, B = 23 %, C = 33 %, D = 26 %) were identified. Profile A demonstrated the lowest level of most generic competencies in health sciences. Digital competence was shown to be at the lowest level among the participants, whereas competence in collaboration, problem-solving, and health promotion was evaluated as the highest competence level. The students evaluated their competence as being higher when they were older, were currently engaged in master's degree programmes, had completed work-based practical training in social and health care, and had varied work experiences or held leading positions. ConclusionsStudents need to improve their generic competencies in health sciences, with a particular focus on developing their digital competence. More focus should be given to work-based practical training.

The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL

The acquisition of online interaction competencies is an important learning objective. The present study explored the relationships between the first-language heterogeneity of computer-supported collaborative learning (CSCL) groups and the development of students’ online interaction self-efficacy via a pretest–posttest design in the context of a nine-week CSCL course. The research participants were 1525 freshmen receiving distance education who were randomly assigned to 343 CSCL groups. Independent of their own language status, students in CSCL groups featuring first-language heterogeneity exhibited lower precourse–postcourse gains in online interaction self-efficacy than students in groups without heterogeneity. Consistent with a theoretically derived moderation model, the relationships between first-language heterogeneity and self-efficacy gains were moderated by the amount of time that the groups spent on task-related communication during the initial collaboration phase (i.e., the relationships were significant when little time was spent on it but not when a great deal of time was spent on it). In contrast, the amount of time that groups spent on communication related to getting to know each other was ineffective as a significant moderator. Follow-up analyses indicated that time spent getting to know each other in first-language heterogeneous CSCL groups seems to have had the paradoxical effect of increasing rather than decreasing perceptions of heterogeneity among group members. Apparently, this effect impaired online interaction self-efficacy gains.