Classroom Interaction Research Articles

A Literature Review of Verbal Interaction Between Teachers and Students in High School English Listening and Speaking Classes Based on iFIAS

In 2017, the curriculum nature of English Curriculum Standards for Senior High Schools (2020 Revision) emphasized that students should improve their ability of "autonomy, cooperation and inquiry", and "interaction" has become a key word in the field of educational research and practice. Flanders interaction analysis system (FIAS), proposed by American scholar Flanders, is a method to quantify the new orientation of classroom interaction. This paper reviews and collates the thesis from two aspects: "Classroom teacher-student verbal interaction" and "Flanders interactive analysis system", hoping to make some contributions to the research of teacher-student verbal interaction classroom in China.

The Relationship Between Resilience, Interactive Distance, and College Students' Online Mathematics Learning Engagement: A Longitudinal Study.

Resilience, a pivotal construct in positive psychology, remains incompletely understood in its facilitation of learners' online engagement. This study aims to investigate the relationship between resilience, transactional distance, and Online Mathematics Learning Engagement (OMLE) among first-year university students. Utilizing a cross-lagged path analysis approach, the study surveyed 612 first-year students. Multiple models were constructed and compared to explore the mutual predictive relationships between resilience, transactional distance, and OMLE. Among the compared models, Model 4 demonstrated the best fit. The model revealed that: (1) resilience at Time 1 and Time 2 positively predicted transactional distance at Time 2 and Time 3; (2) transactional distance at Time 1 and Time 2 positively predicted OMLE at Time 2 and Time 3; (3) resilience at Time 1 significantly predicted OMLE at Time 3; and (4) transactional distance at Time 2 fully mediated the relationship between resilience at Time 1 and OMLE at Time 3. Furthermore, mediational model analysis confirmed that transactional distance played a mediating role in the longitudinal relationship between resilience and OMLE. Using a cross-lagged mediational model with 5000 bootstrap samples, the indirect effect of transactional distance on the relationship between resilience at Time 1 and OMLE at Time 3 was significant and remained stable over time. The findings suggest that resilience, as a positive psychological resource, stimulates students to seek and utilize protective resources in online environments, leading to more active participation in interpersonal communication and classroom interactions. Additionally, resilience helps students overcome emotional and practical difficulties encountered in online learning, thereby enhancing their OMLE. These insights offer valuable implications for educators, highlighting the potential to improve students' online learning engagement by fostering their psychological resilience.

Survey of the Effects of Law 21 on Students and Staff in Faculties of Education in Québec

A working group of the Observatoire sur la Formation à la Diversité et l’Équité conducted a survey of the impacts of Law 21, the Act respecting the Laicity of the State, during its first year of application on faculties and departments of education across Québec. Although the law is not supposed to affect universities or student teachers, since they are not employees of the Centres de services scolaires or school boards, findings from among the 972 survey respondents (students and staff in Québec faculties of education) associate Law 21 with negative and discriminatory treatment of student teachers during teaching internships, more polarized and conflictual interactions in university classrooms, and negative effects on the well-being, as well as academic and professional achievement, of students. The survey shows that discriminatory situations or effects related to Law 21, as reported by respondents, disproportionally affect those who are undergraduate students, identify as female, are immigrants or of immigrant background, have a first language other than French, and belong to a visible or religious minority. It also indicates that Québec universities have adopted specific measures in response to Law 21 to try to prevent such discriminatory experiences, but some of these have had stigmatizing or exclusionary effects.

Columns: The Future is Now: Conscious Classroom Choices: From TikTok Hot Spots to Mindful Social Connections

What does it mean to offer students a “seat at the table” in our English language arts classrooms now that our seats are back in closer proximity following the COVID emergency? Lisa Alexander reminds us of crucial ways to reflect on conscious classroom choices in relation to technology as we seek to strengthen classroom interactions.

Classroom Innovation Using the NCJMM: Preparing Nursing Students for the Next Generation NCLEX.

There is a growing demand for classroom creativity to increase engagement and build clinical judgment skills for nursing students. This article describes the design and implementation of an interactive classroom activity to enhance the development of clinical judgment while simultaneously orienting students to the new NCLEX Next Generation testing model. Faculty developed an interactive unfolding case study incorporating the six dimensions of the NCSBN Clinical Judgment Measurement Model. The case study question types were adapted to use an interactive learning platform for first-year nursing students. Students' perceptions of learning, engagement, and clinical judgment were surveyed. Student responses regarding the case study implementation indicated this method was effective in maintaining engagement and persistence, as well as promoting nursing decision making. The time used for building innovative classroom activities is well spent to meet the objective of enhancing clinical judgment in the next generation of nursing students. [J Nurs Educ. 2024;63(3):188-191.].

Listening to foreign language student teachers: The use of transcripts to study classroom interactions

Although many issues about the use of transcripts for studying classroom interactions have been addressed in other studies, little attention has been given to the use of transcripts to study student teachers’ classroom interactions. To achieve a deeper understanding of student teachers’ perspectives and permit the formulation of a more appropriate framework, it is crucial to hear from student teachers and investigate their experiences about the use of transcripts. Therefore, in the study reported on here we used 7 focus-group interviews of approximately 6 Saudi EFL (English as a foreign language) student teachers in each group to investigate their perceptions on the use of transcripts for studying their classroom interactions. The data were thematically analysed. Three themes that represented the participants’ experiences of using transcripts to study their classroom interactions emerged: using the transcript analysis, learning from the transcript analysis, and committing to using the transcript analysis. The findings reveal that most participants felt they had autonomy in using transcripts to study their classroom interactions, but experienced some challenges. Most students were determined to change their classroom interaction based on their analyses of classroom interactions but only a few demonstrated the determination to continue using the transcript analysis approach.

ASSESSING COMMUNICATIVE COMPETENCE AMONG SCHOOL TEACHERS: A CRITICAL ANALYSIS

Effective communication is paramount in the field of education, particularly among school teachers who serve as conduits of knowledge and facilitators of learning. This research article examines the communicative competence of school teachers, exploring its multifaceted dimensions and implications for pedagogical practice. Drawing upon theoretical frameworks and empirical evidence, this study investigates the components of communicative competence, its role in classroom interactions, and the factors influencing its development and enhancement. Additionally, it offers insights into the assessment methods and strategies for fostering communicative competence among school teachers.

Exploring Challenges and Strategies for Online Classroom Interaction

Research has indicated the importance of classroom interaction as one of the determinant factors for language learning to be successful. However, with the fact that the online learning mode has been a new norm in the education context, creating a supportive classroom interaction is considered challenging. Both the teachers and students rely on the technological resources to interact both synchronously or asynchronously. Although theoretically, the online platforms are available to make interaction more explicit, it seems that interaction among learners during online class is either more difficult to create or is not fully encouraged. This research intends to answer two questions, firstly, what challenges students face which potentially prevent them from participating in classroom interaction? And secondly, what can be done to improve the quantity and quality of classroom interaction to maximize learning. An online survey is conducted to explore possible challenges in creating interactive learning activities as well as strategies to improve classroom interaction. It is expected that the research may offer insights for instructors and educators to have a more meaningful classroom interaction and engage learners more effectively.

Report on English Vocabulary Teaching Practice in Primary School Based on Interactive Teaching Method

The famous German educator Zimmer proposed that the interactive teaching method has its roots in sociology. That is, people gain experience in the process of communicating for their own development. However, in the teaching process, English teaching focuses more on the communication between the teacher and the students. Through classroom interaction students constantly develop the ability to question and think creatively. In addition, this teaching method has become one of the more popular teaching methods as teachers design lesson plans with students’ interests in mind. Interactive teaching method has the qualities of variety, immortal, discipline, etc. This paper hopes that the practical study of interactive teaching methods will achieve the goal of increasing students’ interest as well as improving their learning through the integrated used of teaching methods. This study took the grade six of Chen guang Primary School, Fan cun Township, Kaifeng County, Henan Province as an example for classroom research. In the process of learning English, the interactive teaching method is more appropriate to elementary school students whose personalities are presently inception and advancement to investigate their true capacity. Eventually, the interactive teaching method continues to be advocated in the course of teaching practice.

An active learning card game to teach microbial pathogenesis to undergraduate biology majors.

Interactive classroom activities are an effective way to reinforce knowledge and promote student engagement. In this paper, we introduce the Pathogenesis Card Game (PCG), an innovative card game that engages students in a battle between microbial pathogens and the host immune system. Each student is given a set of cards that consist of either common host defenses or common pathogen evasion strategies. In pairs, students play a host defense card versus a pathogenesis card. Host defense cards include neutralize (antibody production), eat (phagocytosis), and destroy (degranulation). Pathogenesis cards present evasive strategies including mimic (molecular mimicry), escape (hemolysin production), hide (polysaccharide capsule), block (antioxidant defense), cut (protease secretion), and disguise (antigenic variation). Students develop a mastery of microbial pathogenesis through active gameplay by deliberating the outcome of each unique host-pathogen interaction. Furthermore, they learn the role of cells in the immune system and how pathogens can evade these immune defenses. PCG was piloted in a 300-level introductory microbiology course for 22 undergraduate students, comprising primarily biology and nursing majors. Both quantitative and qualitative student evaluations of the activity strongly suggest that PCG is an engaging, effective, and useful way to teach microbial pathogenesis. This activity provides a 60-minute lesson plan and corresponding materials that can be used to facilitate the introduction of pathogenesis to a typical undergraduate microbiology course. PCG offers instructors a framework to teach microbial pathogenesis and gives students the opportunity to construct their own knowledge about pathogen immune evasion in an engaging and interactive way.

The Realization of the Initiation-Response-Feedback (IRF) Model in English Classroom at STAIKAP Pekalongan

This study aimed to identify the realization of the initiation-response-feedback (IRF) model in English Classroom at STAIKAP Pekalongan. It used a descriptive-qualitative study that implemented classroom interaction analysis by Sinclair and Coulthard in 1975 which stands for teacher initiation, students’ response, and feedback by lecturer. The subjects of this study are the first semester from Manajemen Pendidikan Islam Major which consists of 16 students and 1 lecturer. This study used three instruments: observation classroom, video recorder, and lesson transcript to gain the data. Then, the data is analyzed by Sinclair and Coulthard's (1975) theory. The study results showed that the lecturer and student implemented the IRF model in the teaching and learning process in English class. In this study there are the IRF pattern that was found to dominate in speaking skills was teacher elicit, in reading skills the IRF pattern that dominated was also teacher elicit, in listening skills the IRF pattern that dominated was Acknowledge act, and last in writing skills the IRF pattern that dominated was student response react. In conclusion, it is advised that the lecturer should uphold the quality of classroom interaction and provide ample opportunities for students to participate in verbal exchanges actively. Keywords: Classroom Interaction, English Classroom, IRF

Multimodal classroom interaction analysis using video-based methods of the pedagogical tactic of (un)grouping

ABSTRACT Grouping of people and/or things in school can involve challenging pedagogical problems and is a recurrent issue in research literature. Grouping of pupils sometimes aids learning, but detailed video-based analysis of how teachers (and pupils) group or ungroup (termed ‘(un)grouping’) in classrooms is rare. This multimodal classroom interaction analysis study builds on previous work by exploring how the Pedagogy Analysis Framework can help untangle complicated classroom interactions involving (un)grouping and identifies sixteen types of (un)grouping. The sample size is one class of thirty pupils (10-year-olds), their class teacher, and teaching assistant. Four research methods were used (lesson video analysis, teacher verbal protocols, pupil group verbal protocols, and individual teacher interviews). Six hours of data were video recorded (managed using NVivo). Data were analysed by two educational researchers, the class teacher, and two groups of pupils (three girls and three boys). The methodology is Straussian Grounded Theory. Data were recorded in 2019. We present how often participants (un)grouped during a lesson. We propose and use a grounded theory for (un)grouping which we call the ‘Exclusion, Segregation, Integration, and Inclusion (ESII) model’. Additionally, we discuss how misinformation and disinformation can complicate analysis of (un)grouping and examine different perspectives on (un)grouping.

Strategies for Fostering Interaction in Online Classrooms: A Conversation Analysis of Teacher-Student Verbal Interaction in Random Questioning in Pandemic-Initiated Online Teaching

This paper aims to explore how a veteran teacher organizes online teaching initiated by the pandemic and howshe deals with the problems in online teacher-student verbal interaction. By analyzing a corpus of 20 audio-recorded online lessons between a math teacher and her students during the COVID-19 pandemic from April 11 to May 10, 2022, four interactional segments are selected as the focus of the study. The results of the conversation analysis of the segments showed that students’ modesty, lack of confidence, lack of ability, and network delay are the main factors affecting online teacher-student interaction. By encouraging students to answer questions, enlightening students to give answers, enriching students’ answers, and entertaining the teaching atmosphere (“4Es” strategies), the teacher solved the problems successfully. The findings from this study can provide pedagogical experience and implications for practical teaching.

Study of the Application of the CLIL Method in Bilingual Macroeconomics Teaching

This article discusses the methods and considerations of applying the Content and Language Integrated Learning (CLIL) teaching method to bilingual teaching in macroeconomics. The paper begins by introducing the concept of the CLIL teaching method and its unique features in the context of economics courses in higher education. Subsequently, the article delves into the methods of applying CLIL in bilingual macroeconomics teaching, including bilingual classroom lectures, bilingual textbook design, bilingual group discussions, macroeconomics case studies, bilingual classroom interaction, and bilingual writing. Lastly, the paper highlights key issues in teaching.

The Existence of CEFR Interaction Competence of Communicative Language Activities in TikTok

The increasing popularity of social media apps has the potential to provide teachers and students with a platform for innovative and engaging language learning, one of which is TikTok. However, there is a lack of investigation and explanation on to what extent and how videos available on TikTok can enhance interaction and activities in language learning classrooms. Therefore, this study aims to examine the existence of CEFR interaction competence in communicative activities and its level on selected TikTok videos. This study applied a content analysis method with a qualitative approach using the CEFR reference of the illustrative descriptor scale. The top 250 learning videos from the search results for the hashtag #learnenglish were collected. The findings show that most activities were found in overall oral interaction with a score of 291 and the level was A2 with 46% of occurrences. The findings demonstrate that TikTok learning videos are well-suited as teaching materials for classes at the A2 proficiency level with general oral interaction activities.

Translanguaging in Mathematics Bilingual Classroom: Students' Perception

This research aims to investigate translanguaging in a Bilingual classroom. Hence, this research tries to know the students’ perception of translanguaging classroom interaction. This research focused on the student’s perception of translanguaging. This research applied a qualitative method, the instruments were interviews. The result of the interview was transcribed and analyzed based on the research focus. The findings of this research show that translanguaging facilitates the teaching and learning of the Mathematic bilingual program makes their English teaching in the classroom effective and makes the students understand the teaching and learning material well. The way lecturers conduct translanguaging is based on the situation of the students. If the students do not understand what the lecturers explain in English, they will use translanguaging in the classroom to make the teaching and learning process. Students have positive responses about the bilingual practice in Mathematics class.

Teachers’ multimodal resources for delegated peer repair: Maximizing interactional space in whole‐class interaction in the foreign language classroom

AbstractIn classrooms, teachers play a fundamental role in managing students’ participation. As part of their classroom interactional competence to maximize interactional space for students’ learning, teachers use multimodal resources to orchestrate turn‐taking, allocate the next speaker, and manage repair sequences. However, little is known about how teachers employ these resources to engage learners in delegated peer repair, that is, repair sequences initiated by a student and solved by another classmate. Adopting a multimodal conversation analysis approach, this study aims to investigate how Spanish‐as‐a‐foreign‐language teachers multimodally manage delegated peer repair in whole‐group interaction by increasing interactional space to promote students’ participation. The findings show that teachers often resort to embodied resources such as gaze, gestures (pointing), and hand and body movements (stepping backward) to engage students in delegated peer repair, leading to increased student participation and autonomy. We end with some reflections on the relevance of the adopted methodology for better understanding how teachers employ multimodal resources to create interactional space and engage students in delegated peer repair, thus promoting learners’ interactional competence in the foreign language. It also suggests some potential implications for teachers’ professional development.

Using positioning theory to think about mathematics classroom talk

This article aims to connect two research areas by using positioning theory to review the literature on talk moves, teacher interactions, and discourse patterns in mathematics education. First, a conceptual review identified 44 articles with 94 concepts describing interactions and discourse patterns. Similar concepts were grouped in a process that developed five categories, each describing one teacher position (a teacher who tells, a teacher who supports, a teacher who uses students’ ideas to create learning, a teacher who orchestrates, and a teacher who participates). Related to each position, we describe rights, duties, and communication acts. We suggest that these five teacher positions represent three transcendent storylines (teachers are providers of insight, teachers are facilitators of learning, and teachers are participants in learning). Using positioning theory enables us to understand the underlying powers that shape the classroom in relation to transcendent storylines, rights, and duties. We use this to explore what the implications are of these storylines and positions for equity and access to important mathematical ideas. This article contributes to our understanding of the complexity of classroom interactions and how transcendent storylines might play a role in subverting or promoting particular classroom communication patterns.

Displays of co-constructed content knowledge using translanguaging in breakout and main sessions of online EMI classrooms

There is a growing research interest in the dynamics of English Medium Instruction (EMI) university classroom interactions in non-Anglophone contexts. In the present study, we track the procedural unfolding of content knowledge co-construction across multiple online activities in an online EMI university classroom. Using Multimodal Conversation Analysis to examine the screen recordings of an undergraduate course on Educational Sciences at a state EMI university in Türkiye, we show how translanguaging plays a central role in enabling the participants’ displays of content knowledge by deploying multilingual (English, Turkish, the focal EMI university jargon) and multimodal (i.e., coordinating verbal and multimodal materials on the screen) resources across four phases of the online class, namely (i) lecturer talk, (ii) pre-task, (iii) task engagement in breakout rooms, and (iv) sharing outputs in the main room. The study brings implications for higher education EMI classroom interactions by describing the multilingual, multifaceted, multimodal, and sequential organization of screen-recorded online environments.

A Study of Online Teaching Strategies During Covid-19 of Secondary School Teachers

During the advent of COVID-19, it became inevitable to switch from traditional face-to-face teaching to online teaching mode. Switching to the online teaching process was the only option left for uninterrupted learning. One of the ways to make the online teaching-learning experience was the ability to energize the class environment. Creating a classroom community where students can communicate after lectures and can share their ideas and thoughts. Recording of the lectures must be given to students so that they can see them later for better understanding. Effective teaching strategies implementation was utmost required to improve the online teaching and make online learning a successful experience for both teachers and the students. Descriptive survey method was used for the present study. Objectives were to study the role of teacher in online class during covid -19 pandemic, to find different types of educational strategies for making online classes, to study the role of parents and students in implementation during online classes. Sample was selected from the 7 Secondary Schools affiliated to the State Board of Gujarat in Vadodara city taking as random sampling technique which included 70 teachers. Self made questionnaire was used to achieve the objectives of the study. It has been found in present study that the maximum number of teachers were able to perform their role in helping students according to their needs, perform as a mentor, guide and friend, to inspire the students and the remaining have faced difficulty motivating their students. Able to maintain the proper interpersonal relationships, interactions were also possible between the teacher & students in online mode of teaching, but very few teachers face the difficulty in fulfilling or maintaining the interpersonal relationships. Different types of educational strategies were used in which maximum number of teachers were able to perform their interactive classroom though various activities. All the teachers were able to perform stories as strategies to clear the concept, majority of teachers are able to inspire the students and the remaining have faced difficulty with an inductive deductive approach & ICT based lesson plan in online mode of teaching. Majority of teachers were able to make good rapport with the students & Use teaching aids, various online quiz platforms in online mode of teaching, but very few teachers face the difficulty in fulfilling open forum or discussions & encourage Group feedback for engagement. The maximum number of teachers agreed that parents and students were found able to perform their roles, to perform online cultural programs, competitions & activities, to motivate online morning assemblies, dignity of online assessments, to connect in online parents and teacher meeting during online class.