Classroom Interaction Patterns Research Articles

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.

Analyzing Patterns of Classroom Interaction In An Elementary English Online Teaching and Learning Processes

Interaction plays a pivotal role in English teaching and learning processes. The patterns of interactions in classroom activities highly influence the success of the teaching-learning process. This study aimed to describe the classroom interaction patterns in an online teaching and learning process through a qualitative approach using the Flanders' Interaction Analysis System (FIAS). This study is focused on the young learner classroom interaction at the elementary school level. An English online class was observed and recorded to collect the data. The data were confirmed by interviewing the English teacher. The findings revealed that the dominant patterns of interaction that emerged in the online teaching and learning processes were asking questions (Teacher's Talk) and giving responses (Students' Talk). The patterns of interaction were produced from teacher and student(s) and student(s) and student(s) interactions concerning the teacher talk and the students' talk categories used in the online teaching and learning activities. By understanding classroom interaction patterns, the results can be worth considering in selecting activities to support students in improving their full potential in teaching and learning processes. Besides, classroom interaction plays a crucial role in achieving the intended goals in the teaching and learning processes.

Transgressive translanguaging: theorizing the corriente

ABSTRACT Translanguaging in classrooms opens spaces for multilingual students to engage in learning across the full range of their linguistic repertoire. We argue that one result of translanguaging pedagogy is that it can transform the talk-for-learning in the classroom and create a corriente or flow of ideas that is more free and less constrained than traditional classroom interactional patterns. However, what has been lacking in the translanguaging literature to date is an examination of if, when, and how teacher-student translanguaging actually does disrupt the traditional interactional structures of classrooms in ways that enhance student meaning-making. This article theorizes the translanguaging corriente at the discourse level using moment analysis to analyze data from two video datasets of elementary-grade lessons with emergent bilingual students in Texas and México with two extended excerpts illustrating the creative and critical potential of the translanguaging corriente. Pedagogical practices facilitating the corriente are also identified.

“But once I did it, it was incredible”: practitioner action researchers’ experiences of transcription and using transcripts

ABSTRACT Predominant patterns of classroom interaction are notoriously difficult to change. This article examines teachers’ use of transcription and transcripts as methods for enabling changes to classroom interaction practices over the course of action research projects in primary school classrooms. We employ thematic analysis of interviews with 12 teachers and delineate four themes addressing teachers’ experiences of transcription and developing transcripts. Discussion considers the importance of teacher-developed transcripts in their action research, addressing the ‘taken-for-granted’ in the transcription process, and the possibilities for enhanced uses of transcription for making deliberate changes to classroom talk and interaction. We conclude that transcription by teacher researchers may be a powerful way to inform both the conduct of action research in classrooms and collaborative research with academic researchers to bring about changes to classroom interaction. Finally, we suggest that teachers may find even more focused approaches to transcription useful at some stages of their action research.

Gender Gap in Science Education

There has been a prolonged tendency of the gender gap in interest, participation, and achievement in science worldwide. This article explored the gender gap in achievement of science; revisited the possible causes of gender gap in interest, participation and achievement in science; and revisited the suggested remedy measures in a science classroom. The information for the study was collected through a survey of a variety of 48 written sources. The study revealed that there is a significant gender gap in achievement in science in secondary schools in Tanzania. The responsible factors include male-oriented curriculum materials, patterns of classroom interaction, teaching, and evaluation; parents and teachers' lower expectations for girls' achievement in science; and socialisation of girls into dependence, nurturance, and passivity. The recommended solutions include the promotion of gender-responsive curriculum and practice.

Impact of teacher collaboration on teachers’ practices and classroom interaction in EMI in higher education

In English medium instruction (EMI) contexts, students often encounter difficulties when learning content knowledge through their second/foreign/additional language (L2). Teacher collaboration (TC) between content and language specialists has been regarded as a potential approach to facilitating student learning in these contexts, since during collaboration, teachers can become more language aware and subsequently better integrate content and language teaching. While previous research has revealed the impact of TC on student learning, little attention has been paid to how it may affect teachers’ instructional practices and classroom interaction. To fill this research gap, this quasi-experimental study invited a drama course instructor and a language instructor at a Chinese university to collaborate to revise the course objectives and instructional activities. The drama instructor then used the revised materials with the experimental class (25 students) while practising her normal content-oriented teaching in the control class (25 students). Data were collected with lesson observations and recordings in the two classes, as well as semi-structured interviews with the two teachers and selected students. Drawing on the notion of language-related episodes (LREs), this study reported the differences in classroom interaction patterns between the two classes. The findings show that through collaboration with the language teacher, the drama instructor incorporated more LREs in different aspects, especially in vocabulary and text structure, in the experimental class than in her control class. These findings yield pedagogical implications for TC and for promoting classroom interaction in the EMI classroom.

PATHWiSE: An Authoring Tool to Support Teachers to Create Robot-Supported Social Learning Experiences During Homework

Educational technologies can provide students with adaptive feedback and guidance, but these systems lack personal interactions that make social and cultural connections to the student's own classroom and prior experiences. Social or companion robots have a high capacity for these types of interactions, but typically require advanced levels of expertise to program. In this study, we examined teachers use of an authoring tool to enable them to leverage their classroom-based expertise to design robot-assisted homework assignments, and explore how seeing a robot enact their designs influences their work. We found that the tool enabled the teachers to create novel social interactions for homework activities that were similar to their classroom interaction patterns. These interaction designs evolved over time and were shaped by the teacher's emerging mental model of the social robot, their concept of the students' perspective of these interactions, and a shift towards informal classroom-like interaction paradigms, thus transforming their view of what they can achieve with homework. We discuss how these findings demonstrate how the context of the activity can influence initial mental models of social activities and suggest practical guidance on designing authoring tools to best facilitate the creation of computer or robot supported social activities, such as homework.

EXPLORING CLASSROOM INTERACTION PATTERNS IN EFL VIRTUAL LEARNING

Abstract: This study analyzed classroom interaction patterns in four EFL virtual learning classes at IAIN Parepare: speaking, listening, writing, and reading. The purpose of this study was to give an overview of classroom interaction involving lecturers and students during the learning process. The researchers used a video recorder and field notes to capture the spoken and written interaction during the learning process. Data were transcribed and codified based on the intuitive taxonomy of the discourse act framework of Tsui. Data showed that both in spoken and written interaction, patterns of Initiation-Response (IR), Initiation-Response-Follow up (IRF), and Initiation-Response-Follow Up-Follow Up 2 (IRFF) occurred. In detail, the complete interaction patterns were in listening class, both in spoken and written form. In reading and writing classes, the Initiation-Response (IR) and the Initiation-Response-Feedback (IRF) occurred. However, in speaking, only Initiation-Response (IR) was produced. In written interaction, except in the listening class, only Initiation-Response (IR) occurred. Data also showed that utterance categories occurred less in written interaction than in spoken. Most of the interactions were done when the lecturer provided information on learning material and instructions on how to do assignments. Thus, there was no feedback given by the lecturer in this interaction. The study also found that the interaction was lecturer-centered, and both the lecturers and the students employed the L1 in the classroom interaction.

Teacher noticing as a driver of interaction patterns in science classrooms

Teacher noticing as a driver of interaction patterns in science classrooms

Describing and Interpreting the Space of Classroom Learning in Problem-Solving-Based Mathematics Instruction: Variation as an Analytical Lens

The field of mathematics education research has been promoting problem-solving-based mathematics instruction (PS-based MI) to afford opportunities to develop students’ conceptual understanding and problem-solving abilities in mathematics. Given its usefulness, there is still little knowledge in the field about how it can afford such opportunities in real classrooms. In this study, an attempt was made to make in-depth observations of such classrooms from the perspective of variation. We examined the differences in the space of learning provided by two lessons of the same teacher in two Ethiopian primary school classrooms. Based on the literature, we identified three key aspects for analysis: mathematical tasks, lesson structure and classroom interaction patterns. Our analysis showed that, even though both lessons focused on the same topic of solving linear inequalities, they were enacted differently. The lesson that employed a PS-based MI approach constituted a wider space of learning than the lesson employing a conventional approach. This study demonstrates the usefulness of our analytical approach for describing and documenting PS-based MI practice, and for qualitatively interpreting the differences in what is mathematically made available to learn. We suggest that it can provide guidelines for mathematics teachers to reflect upon and to enhance learning spaces in their own classrooms.

Classroom Interaction Patterns of English Teacher Candidates in Micro Teaching

The research objective was to describe what and how classroom interaction patterns and what factors influenced English teacher candidates in micro-teaching. The research problem was what and how classroom interaction patterns and what factors they make in the performance of the basic skill. The research method used was qualitative research. The researchers used videotape and in-depth interviews as the research instruments to collect the data needed. The total respondents were 66 students as English teacher candidates. The results and important findings from the videos were obtained that the English teacher candidates had good, good enough, enough, and bad classroom interaction patterns. In group work, the interaction between student and student was bad. A similar thing happened in closed-ended teacher questioning, the interaction between student-teacher-student was bad too meanwhile in open-ended teacher questioning was good enough. In the choral response, the interaction pattern between student-content was good. The last was teacher talks, the interaction pattern of student-teacher was enough. Some factors influenced classroom interaction patterns such as the result from the in-depth interview that were the linguistic ability level of English teacher candidates, ability to select interesting topics, ability to master the content, ability to manage the classroom, and lack of confidence. In a conclusion, classroom interaction patterns were at different levels influenced by some factors, monotonous and mostly similar patterns for all the English teacher candidates as happened in a conventional classroom.

Effects of Classroom Interaction Patterns on Secondary School Students’ Achievement in Ecology

This study investigated the effects of classroom interaction patterns on senior secondary school students' achievement in ecology. A quasi-experiment of the pre-test, post-test non-equivalent control group design was adopted. Three groups were involved in the study. The first group was subjected to competitive interaction; the second group was subjected to cooperative interaction while the third group was subjected to individualistic interaction method. A total of ninety-three students (50 males and 43 females) from three intact classes were used for the study. The Ecology Achievement Test (EAT) was utilized as the data collection tool, with a reliability coefficient of 0.96. Research questions were answered using mean and standard deviation while the hypotheses were tested using analysis of Co-variance (ANCOVA) at a 95% confidence level. Findings revealed that students taught ecology in a cooperative classroom had higher mean achievement scores than those taught in individualistic and competitive classrooms interaction patterns. Furthermore, it was discovered that cooperative classroom interaction patterns had a significant effect on students' mean achievement scores in ecology. It was recommends that biology teachers prioritize the use of cooperative classroom interaction to facilitate biology instruction because of its proven efficacy in advancing students' achievement in ecology . Keywords: Classroom Interaction Patterns, Biology, Ecology, Achievement in Ecology DOI: 10.7176/JEP/13-27-02 Publication date: September 30 th 2022

IRF SEQUENCES AND SPACE FOR PARTICIPATION IN EMI CLASSROOM INTERACTION: A CASE STUDY AT HANOI NATIONAL UNIVERSITY OF EDUCATION

Initiation-response-feedback, or IRF, is a pattern of information exchange between the teacher and the learner. The teacher initiates first, then the learner responds, and then the teacher gives feedback. IRF is widely known as one of the most common patterns of classroom interaction. The study seeks to examine teachers’ questions and their use of classroom discourse in IRF sequences and how teachers offer space for participation in English as Medium of Instruction (EMI) classroom interaction at Hanoi National University of Education (HNUE). Collected data include classroom observations, audio and video recordings of EMI lessons, and field notes for conversation and corpus analyses. The study findings suggest that the teachers’ use of classroom language and their interaction practices could facilitate the learners’ participation in EMI classroom interaction. Therefore he study discusses pedagogical implications for EMI teaching practices and EMI teacher education.

A Training Program Based on Integrating Future Thinking Skills and Classroom Interaction Patterns for Mathematics Teachers and Providing Their Students with Creative Solution Skills

The research aims to recognize the impact of the training program based on integrating future thinking skills and classroom interaction patterns for mathematics teachers and providing their students with creative solution skills. To achieve the goal of the research, the following hypothesis was formulated: There is no statistically significant difference at the level (0.05) between the mean scores of students of mathematics teachers whose teachers trained according to the proposed training program (the experimental group) and whose teachers were not trained according to the proposed training program (the control group) in Pre-post creative solution skills test. Research sample is consisted of (31) teachers and schools were distributed into two groups: experimental (15) and control group (16) and the student sample consisted of (310) male and female students and by (150) for the experimental group (whose teachers were trained according to the training program) and (160) for the control group (whose teachers were not trained in the training program). The researcher prepared a test for creative solving skills that consisted of (27) items of multiple choice and essay type. Its validity, stability, coefficient of difficulty, discriminatory power, and the effectiveness of the wrong alternatives were calculated. In analyzing the results, the researcher relied on a test and (T-test) for two independent samples and the size of the effect, and the results were as follows: there is a statistically significant difference at the level (0.05) between the average scores of mathematics teachers who trained their teachers according to the proposed training program (the experimental group) and who Their teachers did not train according to the proposed training program (the control group) in the post-creative solution skills test.

English Language Settings at Private Islamic Schools in Malaysia: How Interactive are The Language Classroom?

The development of Islamic schools in Malaysia has undergone a long historical strand. The traditional Islamic education in Malaysia began with the formation of community-based religious schools named ‘pondok’ which eventually were upgraded to modern integrated Islamic schools funded by both the government or the non-governmental organizations. However, these schools are not without problems. Several studies have been conducted and almost all studies share the same findings; these schools face several problems among all, financial constraints, lack of trained teachers and the schools lack infrastructure for learning facilities which eventually caused a decline in English language achievement in the country’s national exams. The mentioned constraints, if left attended, would eventually reduce the chances of students to get a place in the university enrollment and continue career as professionals. Language teachers are active, thinking decision-makers who make modifications to their educational choices on a regular basis. Classroom interaction, on the other hand, is one of the most significant tools to increase teacher-student engagement, improving understanding, and ensuring the success of language teaching and learning. This term paper suggests there is a necessity to conduct more research on the teacher-students-students classroom interaction patterns in the schools’ language settings that will lead to new discoveries that will aid teachers in improving the quality of their instruction as well as students in improving their language proficiency.

Turn-taking as a Pedagogical Strategy in Classroom Interaction: A Conversation Analysis of Adjacency Pairs

Most part of teaching and learning in the classroom is done through interaction or ‘talk’. The importance of teacher-student interaction in the teaching and learning process can, therefore, not be overemphasised. This study investigates the adjacency pair patterns of teacher-student classroom interaction and how these patterns impact on pedagogy. It is a qualitative study. All the four Senior High Schools in the Agona West Municipality of the Central Region of Ghana were engaged in the study. One English teacher each from the schools was selected through a random sampling technique. Their classes of an average size of 60 students were observed through participant observation and the teacher-student interactions were recorded through audio recording and note-taking. Analysis of the data was grounded in Schegloff’s (2007) conceptual framework of adjacency pair. The outcome of the study revealed that eight adjacency pairs were used in the language classroom. These are; greeting/greeting, check/clarification, instruction/compliance, question/answer, request/accept, accusation/refusal, complaint/apology and leave-taking/leave-taking. The data also revealed that 82% of the interactions is initiated by the teacher while only 18% is student-initiated. This has impacts on pedagogy and must therefore ignite the scholarly interests of pedagogues and linguists.

Gauging Fidelity to an Implemented Teaching Model through the Lens of the Documentational Approach to Didactics

Abstract We examine the feasibility of combining elements from the framework of program theory with the Documentational Approach to Didactics to gauge the fidelity and character of teachers’ implementation of scripted teaching sequences for primary school. By analyzing two video-recorded lessons from two teachers’ implementation of the program Thinking, Reasoning, and Reckoning, we found that the teachers made adaptations to the prescribed organization of teaching. Both teachers attended to the intended organization of content, but their attendance to the intended classroom interaction patterns differed. Through the Documental Approach to Didactics, we could explain some of the differences between the teachers. The findings provide a background for a discussion of teachers’ adaptations to the new resource and the documental genesis process initiated by the implementation. The results will be used for revising the teacher guide used in the implementation. The impact sheet to this article can be accessed at 10.6084/m9.figshare.19493891.

“The preferred classroom interaction patterns among students of the Department of Physics and its relationship to their cognitive preferences”

The aim of the research is to identify the relationship between the preferred classroom interaction patterns of the students of the Department of Physics with their cognitive preferences, and the sample consisted of (120) students of the fourth grade in the Department of Physics, College of Education for Pure Sciences for the academic year (2021-2022). The researcher on the scale prepared by Abdullah and Shukr (2021) consists of (14) positions, and each position has four patterns of cognitive preference. A question was attached to the scale through which the preferred class interaction pattern was determined, and its apparent validity and stability were checked by repetition. After that, the researcher applied the tool through practical education lessons, starting from (28/11/2021) for a period of one week , After collecting the data and analyzing it statistically using the concordance correlation coefficient and its t-test, the results indicated that: 1. The participatory style between the teaching and his students ranked first, then the teaching style and finally the student-centered style among the members of the research sample of male and female students. 2. The members of the research sample as a whole preferred the retrieval pattern of cognitive preferences, then the application, then the principles, and finally the critical pattern. 3. There is a statistically significant correlation at the level (0.05) between the preferred classroom interaction patterns for boys and girls and their cognitive preferences. In light of the results, the researcher came out with a number of conclusions and recommendations, as well as providing titles for future research.

Effect of Unplugged Programming Teaching Aids on Children’s Computational Thinking and Classroom Interaction: with Respect to Piaget’s Four Stages Theory

This paper examined the effect of the Unplugged Programming Teaching Aids (UPTA) on students' computational thinking and classroom interaction. A set of UPTA was created and used in a primary school in southern China. A total of 48 students aged 6–8 were assigned to two classes, with the same instructor and learning materials, but only the treatment group was provided with the UPTA. Both groups were tested on computational thinking ability, children’s concrete operation status, degree of ego-centricity, and in-classroom interaction. Results indicated that the children aged 6–8 years old could classify things according to two kinds of criteria at the same time, but their cognitive style was still ego-centered and they found it difficult to deal with problems from a third-party perspective, no matter whether in the treatment group or the control group. However, students in the treatment group achieved significantly higher scores on the test of computational thinking and were more engaged in the classroom interaction patterns. These findings provide evidence of the positive effect of the UPTA on promoting children’s computational thinking by guiding them to decompose and solve problems, as well as enhancing their interaction and communication in the classroom, so as to transform from simple imitation to collaborative inquiry.

TEACHER TALK AND THE PATTERN OF ENGLISH CLASSROOM INTERACTION IN TEACHING ENGLISH

The aim of this research was to explore the teacher talk and the pattern of interaction that occur during in the teaching - learning process. The researcher applied qualitative study in English Zone, a Course Institute in Makassar. The data sources were a teacher who has got her BA degree in State University of Makassar two years ago. There are four teenager students who participated in the class. The technique of data collecting consists of doing observation by recording audio-lingual data of the process of teaching English. While, technique of data analysis consist of transcribing data from recorded classroom observation into written text, classifying the types of teacher talk that occurred in the class, identifying the patterns of interaction occur during in the teaching – learning process and concluding the finding from all of the collected data. In brief, it could be concluded that the teacher employed ten from eleven categories of teacher talks, there are: there are eleven types of teacher talks namely dealing with feelings, praising and encouraging, joking, using ideas of students, repeating students’ response verbatim, asking question, giving information, correcting without rejection, giving direction, and criticizing the students’ response. While there are four patterns of classroom interaction that were applied in the study are: Interactions among students or student – students interactions that happened during the small group discussion and during in the classroom discussions teachers – whole class interactions that happened during the class discussion and also this pattern happened when the teacher conveyed learning material and gives instructions to the students, Interactions among teacher – group discussion that happened during the small group discussion when the teacher clarifies the students’ difficulties with the task given. Therefore, it was suggested for the teacher to conducted group discuccion that did not occur in class interaction to improve the students motivation and willingness to work together.