Students In Classroom Setting Research Articles

“We usually use paragraph one to introduce the topic”: trust building via appraisals by practicum EFL teachers in classroom interactions

Abstract This study investigates how practicum EFL teachers build trust through appraisals in classroom interactions at a local senior high school in Mainland China. Building upon prior research on trust discourse and appraisals, we present a model of teachers’ trust discourse, which we apply to analyze six English reading lessons conducted by three young EFL practicum teachers. The findings reveal that the practicum EFL teachers construct two distinct types of trust: cognition-based trust (CBT) and affect-based trust (ABT). CBT is formed through the communication of the teachers’ epistemic and deontic authority, while ABT is fostered by emphasizing values congruence and guanxi (interpersonal connections) between the teachers and the students. Appraisals play a crucial role in the trust-building efforts of the practicum teachers. Our analysis further indicates a preference among the practicum teachers for prioritizing CBT, as evidenced by their strategic use of appreciation and judgment resources in the attitude system, as well as the application of force resources in the graduation system. This study provides valuable insights into the pivotal role of appraisals in cultivating trust between EFL teachers and students in classroom settings.

A frugal CRISPR kit for equitable and accessible education in gene editing and synthetic biology

Equitable and accessible education in life sciences, bioengineering, and synthetic biology is crucial for training the next generation of scientists, fostering transparency in public decision-making, and ensuring biotechnology can benefit a wide-ranging population. As a groundbreaking technology for genome engineering, CRISPR has transformed research and therapeutics. However, hands-on exposure to this technology in educational settings remains limited due to the extensive resources required for CRISPR experiments. Here, we develop CRISPRkit, an affordable kit designed for gene editing and regulation in high school education. CRISPRkit eliminates the need for specialized equipment, prioritizes biosafety, and utilizes cost-effective reagents. By integrating CRISPRi gene regulation, colorful chromoproteins, cell-free transcription-translation systems, smartphone-based quantification, and an in-house automated algorithm (CRISPectra), our kit offers an inexpensive (~$2) and user-friendly approach to performing and analyzing CRISPR experiments, without the need for a traditional laboratory setup. Experiments conducted by high school students in classroom settings highlight the kit’s utility for reliable CRISPRkit experiments. Furthermore, CRISPRkit provides a modular and expandable platform for genome engineering, and we demonstrate its applications for controlling fluorescent proteins and metabolic pathways such as melanin production. We envision CRISPRkit will facilitate biotechnology education for communities of diverse socioeconomic and geographic backgrounds.

Challenges and Motivation: Assessing Gemini’s Impact on Undergraduate EFL Students in Classroom Settings

The current study aimed to identify the challenges students encountered when using Gemini to learn English as a Foreign Language (EFL) and how successfully it motivates undergraduate students to learn the language in classroom settings. A pre-post quasi-experimental design was used, and data was gathered through an online questionnaire. One hundred fifty female EFL students participated. The results showed statistically significant differences, at the 0.05 significance level, between the study sample’s mean comments about how well Gemini as an AI tool motivates undergraduate students to learn EFL. The observed variations in the study significantly support the post-application stage. However, several challenges were identified in implementing Gemini in EFL, including repetitive words, limited vocabulary (62%), lengthy and non-concise answers (57.3%), uncertainty about information accuracy (49.3%), unclear question format comprehension (42%), and an abundance of similar information sources (39.3%). These findings call for further investigation to maximise Gemini’s potential and address both its promises and challenges, ultimately improving the EFL learning experience for all students.

Exploring student response systems for large group teaching: a tale of engagement at scale

PurposeThis paper is a case study of student response systems used in large-class teaching. It considers the benefits, including the engagement of students and academic gains such as reduced administration. The constraints and impacts in classroom teaching are noted, drawing upon the experience of two teachers with their learning captured as a means of dissemination of practice to support other teachers who may be considering adopting and later adapting such practices (Gribble and Beckmann, 2023).Design/methodology/approachAn autoethnographical account was undertaken using an action-learning approach as a sense-making exercise. These accounts enabled a depth of insight beyond the anecdotal evidence experienced by an individual teacher alone.FindingsThe findings show that while student response systems have constraints, these can be addressed by putting pedagogical concerns in front of any technology deployment, reaping benefits for students and teachers. Once engaged in using the system, students become more willing to enter further discussions. However, the limitations of both systems indicate that there may be a need for multiple systems to be available based on the pedagogical needs of the class.Practical implicationsThe exploration of student response systems and outcomes of positive engagement by students in classroom settings provides insight to those wishing to explore such systems for use in large-class teaching settings.Originality/valueThis work extends discussions surrounding interactivity using student response systems. Additionally, practical insights from the users into their experiences with their students in using such systems provide alternatives for engagement in delivering large-class learning at scale.

Peace Linguistics in the Academic Community Through the Lens of English Language Teachers: A Multiple Case Study

This qualitative multiple case study delves into the English Language Teachers’ integration and assessment of peace linguistics in various pedagogical practices, focusing on the exploration of both violent and nonviolent terminologies expressed by students in classroom setting. Data collection involved in-depth interviews with five ELTs, triangulated to two additional teachers and five students. The data were thematically analyzed, revealing five essential themes for violent and nonviolent phraseologies and terminologies expressed by students such as: Moralistic Judgement expressions, cultural and religious expressions, positive and encouraging language, promotion of peaceful communication and teamwork, and the use of courteous language. Second, it uncovers five emergent themes in the incorporation of peace linguistics: promoting inclusive and peaceful language, cultivating a culture of peace through interactive pedagogy, incorporating culturally inclusive teaching materials, sustaining peace linguistics across the subject, collaborating efforts with peer teachers or experts. Third, it highlights four essential themes in gauging success in ELTS pedagogy: assessment of peaceful efficacy, peace pedagogy feedback methods, changes in students' behavior positively, and engagement in peace awareness professional development opportunities. The cases imply both similarities and differences in how ELTs incorporate peace linguistics into their classes and gauge their success, despite encountering both violent and nonviolent expressions among students.

Students’ Perception of the Use of TalkEnglish.com in Teaching Speaking for ESP Class

The field of education has greatly benefited from the advancements in technology, resulting in more efficacious, interactive, comprehensive, and non-classroom-bound learning experiences. One such application is web-based learning, which employs the Internet as a means to facilitate the educational process. This modality of instruction addresses various challenges that are inherent in traditional pedagogical approaches, such as the limited time allocated for lecturers and students in classroom settings. Despite an abundance of literature that has investigated the incorporation of technology in the teaching of spoken English, there is a scarcity of studies that specifically examine the utilization of the website, TalkEnglish.com.Specifically, in the context of teaching English for Business, which necessitates students to develop proficient and precise oral proficiency in the language, the present study aims to investigate the students' perception of the efficacy of TalkEnglish.com in honing their speaking skills. This study employed a descriptive qualitative design, where ten students from the Economic Faculty at Universitas Pandanaran were selected as participants. These participants utilized the website TalkEnglish.com to improve their speaking skills. Data was collected through a semi-interview approach and documentation method. The findings of the study indicate that the majority of the participants held a positive perception of TalkEnglish.com.

Segmental Aspects of Pronunciation Errors Produced by ELE Students in Classroom Settings

Pronunciation plays important roles in making the intelligibility of a speech. In pronunciation, speech and gesture production are interrelated and coordinated. Not all language learners can pronounce English words well. Learners make errors while speaking English. It make them not confident to pronounce other English words. Therefore, this study aims to identify students’ segmental aspects of pronunciation errors in classroom setting. This study is categorized as qualitative study to understand phenomena using data such as interviews, observations, and documents reviews to identify and interpret specific characteristics of the material to learn human behavior. The population of this research is the sixth-semester students of English department at Mandalika University of Education, Mataram-Indoneisa. This research used purposive sampling method that engaged of 6 students as the sample of the data. The students divided by 2 criteria: Gender and pronunciation level. To make the data valid, all the students has passed 3 stages of pronunciation level. The result of this study indicated that all the subjects are difficult in pronounced consonant /f/ sounds and still need improvisation in a short vowel sound because the student’s errors are divided into 3 categories; psycholinguistic, sociolinguistics, and Epistemic sources. Furthermore, this study proves that “man smart, woman smarter.

“You haven’t gone out and done anything”: Exploring Disabled Veterans Experiences in Higher Education

Through the analysis of 24 in-depth, semi-structured interviews, this study explored the process through which disability affects veterans’ experiences in the university classroom and their social relations with traditional students. Using inductive-exploratory qualitative methods, this study builds upon the sociological understanding of veterans’ experiences in higher education. Findings from this study tentatively suggest that while disability related fear/hypervigilance, stigma, and anxiety significantly impact veterans’ comfort levels when engaging with traditional students, veterans also externalize the impact of their disability as a social artifact of their military service. More research is needed to determine if the interaction of disability and artifacts of service decreases veterans’ ability to integrate well with traditional students in classroom settings.

Impulsivity, Self-control, Interpersonal Influences, and Maladaptive Cognitions as Factors of Internet Gaming Disorder Among Adolescents in China: Cross-sectional Mediation Study.

BackgroundGaming disorder, including internet gaming disorder (IGD), was recently defined by the World Health Organization as a mental disease in the 11th Revision of the International Classification of Diseases (ICD-11). Thus, reducing IGD is warranted. Maladaptive cognitions related to internet gaming (MCIG) have been associated with IGD, while impulsivity, self-control, parental influences, and peer influences are key risk factors of IGD. Previous literature suggests that MCIG is associated with the aforementioned 4 risk factors and IGD, and may thus mediate between these risk factors and IGD. These potential mediations, if significant, imply that modification of MCIG may possibly alleviate these risk factors’ harmful impacts on increasing IGD. These mediation hypotheses were tested in this study for the first time.ObjectiveThis study tested the mediation effects of MCIG between intrapersonal factors (impulsivity and self-control) and IGD, and between interpersonal factors (parental influences and peer influences) and IGD among adolescents in China.MethodsAn anonymous, cross-sectional, and self-administered survey was conducted among secondary school students in classroom settings in Guangzhou and Chengdu, China. All grade 7 to 9 students (7 to 9 years of formal education) of 7 secondary schools were invited to join the study, and 3087 completed the survey. The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) checklist was used to assess IGD. MCIG was assessed by using the Chinese version of the Revised Internet Gaming Cognition Scale. Impulsivity, self-control, and parental or peer influences were measured by using the motor subscale of the Barratt Impulsiveness Scale, the Brief Self-Control Scale, and the modified interpersonal influence scale, respectively. Structural equation modeling was conducted to examine the mediation effects of MCIG between these risk factors and IGD.ResultsThe prevalence of IGD was 13.57% (418/3081) and 17.67% (366/2071) among all participants and adolescent internet gamers, respectively. The 3 types of MCIG (perceived rewards of internet gaming, perceived urges for playing internet games, and perceived unwillingness to stop playing without completion of gaming tasks) were positively associated with IGD. Impulsivity, self-control, parental influences, and peer influences were all significantly associated with the 3 types of MCIG and IGD. The 3 types of MCIG partially mediated the associations between the studied factors and IGD (effect size of 30.0% to 37.8%).ConclusionsImpulsivity, self-control, and interpersonal influences had both direct and indirect effects via MCIG on IGD. Modifications of the 3 types of MCIG can potentially reduce the harmful impacts of impulsivity and interpersonal influences on IGD and enhance the protective effect of self-control against IGD. Future longitudinal studies are warranted.

Assessing working memory in general education students for ADHD detection

The involvement of deficient working memory in ADHD symptomatology has attracted intense research interest and has been scientifically substantiated. This fact provided an impetus for this study, which aims to investigate the role of working memory assessment in detecting ADHD elements in general education students in classroom settings. Therefore, 67 classroom teachers rated 130 Greek general education primary school students on the Greek-WMRS. The research findings indicated statistically significant differences in the overall score of the Greek-WMRS and in the separate score of its 20 descriptions of classroom behaviors between children clinically diagnosed with ADHD and those without. In conclusion, students’ working memory assessment in classroom settings can significantly contribute to detection of ADHD behaviors so that such classroom behaviors to be extensively assessed for an effective diagnosis.

Acoustical transmission of face coverings used to reduce coronavirus transmission in a classroom environment

The COVID-19 pandemic has caused many communities to require the wearing of face coverings, masks, and/or shields indoors to reduce the transmission rate of the virus, which includes educators and students in classroom settings. Several types of face coverings are studied, including standardized N95 and KN95, assorted cloth, and clear plastic face shields. They are evaluated on an acoustical head and torso simulator (HATS) setup in a classroom with two different locations for monitoring via a sound level meter. The HATS is used as a controlled and repeatable artificial voice or sound source, which creates white noise, artificial speech, and real speech signals. Sound levels throughout the classroom are measured to determine the direct field and reverberant field regions, and they are compared to a room acoustics model. Attenuation at octave band frequencies due to the face coverings are evaluated at a location of 2.0 m from the HATS, which is within the direct field to reduce the room acoustical effects, with evaluations repeated at a location near the back of the classroom (6.2 m) to include those room acoustical effects. The acoustic effects of the face coverings are compared to reported droplet transmission rates.

Envisioning Arduino Action

Micro-controllers like Arduino are increasingly used in classroom settings to teach skills, attitudes and knowledge around technology. Education around these tools is often set in group contexts and collaboration is typically considered an important part of the learning process. However, much of the software tools currently available are still designed around a laptop programming paradigm that tends to restrict collaboration rather than encourage shifting of roles and sharing of experiences. This paper explores how to design tools that invite collaborative interactions, in particular how mobile software tools, with heavy usage of video as an interactive resource, could allow for collaborative sketching and understanding. Based on contextual inquiries with educators, observations and engagements with students in classroom settings, and a workshop with Arduino Education, this paper sketches out a vision for how the software tools used for learning physical computing can be re-designed to better work within the context of group work from the observations, for groups of students aged 14–16-years old.

Mobile learning in a flipped classroom: findings from a “5-lecture-5” blended learning design for large classes

Abstract Objective We aimed to develop and evaluate a mobile learning (m-learning) design for large group application learning based on flipped classroom approach within an integrated curriculum of medical faculty. Materials and methods Totally 359 students enrolled in a two-credit course during the 2017–2018 academic year. An instructional design called 5-Lecture-5 (5L5) was implemented via mobile application. This design is a blend of m-learning and flipped classroom approaches, with pre-, during-, and post-lecture elements. Data were analysed using Chi-square, Mann–Whitney U, and Kruskal–Wallis tests. Open-ended questions and course observations were analysed thematically and reported together. Results Of the participating students, 26.96% who saw the first announcement examined pre-lecture materials and 55.43% attended face-to-face lecture. Achievement test scores of those who attended lecture were significantly higher (p = 0.027). Correct response rates for each question were 99.30, 72.10, 58.70, and 94.40%, respectively. Consequently, students demonstrated positive attitude towards m-learning (M = 170.15 ± 28.48). The most preferred positive aspects were “active learning,” “interactive,” “entertaining,” “useful,” and “repeatable.” Conclusions M-learning activities within a flipped classroom with instant feedback were found to increase participation and interaction levels of students in classroom setting, resulting in their increased enjoyment and engagement.

The discourse of explicitness: Mathematics explanatory talk and self-assessment by Spanish-speaking emergent bilingual students in elementary classrooms

ABSTRACTThis article addresses the importance of supporting specific language practices of emergent bilingual students in classroom settings that are tied to the development of disciplinary knowledge. The author focuses on explanatory talk support in teaching by contingent responding and encouraging children to make meaning of mathematics concepts and procedures through student self-assessment of their language use. The author also makes a case that an emphasis on explicitness in explanatory talk is compatible with developing critical awareness of language features and uses in classrooms. The author concludes with ways both teachers and students can develop a “critical consciousness” toward academic language pedagogy that supports students, growing awareness and autonomy regarding the ambiguous nature of making meaning in content classrooms.

Intercultural interactions in Chinese classrooms: a multiple-case study

ABSTRACT Meaningful intercultural interactions are important to the achievement of today’s educational goals, global citizenship and intercultural competence in particular. However, understanding of intercultural interactions between local and international students in classroom settings remains limited. There are few studies that simultaneously examine the way in which the learning environment is designed by the instructor to facilitate intercultural interactions and the way it is actually experienced by students of various cultural backgrounds. This study sought to unpack the complexities of intercultural interactions in Chinese classrooms. Data were collected from student and teacher interviews and classroom observations. Seven modes of meaningful interactions were identified, and four pairs of elements (i.e. openness and trust, structure and space, empowerment and confidence, and modelling and amplifying) were found to be essential. The distinct dynamics of Chinese classrooms are also highlighted.

The use of Socrative and Yammer online tools to promote interactive learning in pharmacy education

Background and purposeEngagement of students in the didactic classroom setting restricts students’ time spent towards active learning, which in turn, adversely affects the retention of concepts taught through traditional teaching methods. Thus, interactive learning is used as an alternative to engage students in the classroom and to enrich their learning experience. Integrating interactive learning activities has been shown to facilitate student learning and improve the learning outcomes. The objectives of this study are to assess the perceptions of students on the benefits and appropriateness of using online tools (e.g., Socrative and Yammer) to promote interaction of students with the instructor and other students in the classroom setting. Educational activity and settingStudents enrolled in the second and third professional years of the bachelor of pharmacy program at Qatar University were introduced to various interactive learning tools in two Pharmaceutical Sciences courses. Students were then surveyed to assess their perceptions about the benefits and appropriateness of the respective interactive learning tools introduced in the courses. FindingsOur survey results indicate that the students are in favor of using online educational tools and believe that the use of interactive learning tools enhances their learning experience. SummaryPharmacy students at Qatar University perceive that the incorporation of online technology in Pharmaceutical Sciences courses enhances interactive learning in the classroom setting.

Setting and Language Attitudes in a Creole Context

This article reports on a set of language attitude experiments undertaken in Belize in 2013–2014. The experiments tested attitudes toward Belizean Kriol in two different situational settings among 96 Belizean university students, exploring the extent to which experimental ‘setting’ had an effect on survey results. We administered verbal guise tests to 48 university students in classroom settings at the University of Belize campuses in Belize City and Punta Gorda. We then administered the same tests to 48 students in non-classroom settings in these same two cities. We found significant differences in both sets of results, with classroom participants registering stronger preferences for Belize City Kriol in status and solidarity traits. Our results add to a small but important body of literature in which setting is shown to influence language attitudes, and they provide support for an understanding of the quantitative survey as a meaning-making activity.

An interview with Olivia Gude about connecting school and community arts practice

ABSTRACTOlivia Gude has a long and distinguished career as both a public artist and an art educator. She is currently the Angela Gregory Paterakis Professor and Chair of Art Education at the School of the Art Institute of Chicago (SAIC), where she works with graduate and undergraduate students to prepare for working as artist educators in school and community settings. Her scholarly work includes a number of articles and book chapters about art education and community art. Prof. Gude has worked as a community public artist for many years and has created over 30 large-scale mural and mosaic projects, working with intergenerational groups, teens, elders, and children. I interviewed Prof. Gude at the SAIC building in downtown Chicago to discuss how her school, university, and community art engagement as well as her work with the National Coalition for Core Arts Standards, might offer suggestions for transforming arts education for the twenty-first century and provide authentic connections between school and community. Prof. Gude discusses important enduring understandings and big ideas from the new Visual Arts National Core Arts Standards, the Spiral Workshop youth art and research project she created while at University of Illinois at Chicago, and how her experience as a community artist informs her work with students in classroom settings.

Flow and the pedagogical affordances of computer games: a case study

Drawing on the theories of symbolic interactionism, social constructivism, and flow, this research examines the integration of the electronic game of the World Food Programme of the UN “Food Force” in a unit on active citizenship and poverty eradication. The research was conducted in two ninth-grade classes of an urban high school in Cyprus. Data were collected from interviews with students and teachers (before and after the implementation), observations in the classroom, the reflective diary of the researcher, and two questionnaires for the students (before and after the implementation). Data analysis showed, among others, that the integration of the game reinforced the active participation of students in the course by evoking their interest and the creation of a “flow” state while using the game. Moreover, the game emerged as a tool for constructing an engaging learning experience through the interactions it supported and encouraged. The results highlight the importance of the use of computer games in education, especially in times that the pedagogical practices need urgent renewal in order to engage students in classroom settings.

Student Praise in the Modern Classroom: The Use of Praise Notes as a Productive Motivational Tool

Student motivation continues to be a vital topic throughout all levels of education. Various approaches to motivating students have been articulated in education circles but educators are still coming to terms with best-fit models to inspire students in classroom settings. One particular often employed form of student motivation, praise, has been a point of contention and scrutiny in the modern classroom. Praise has the potential to be a productive source of student motivation but only when used in certain capacities and with specific outcomes in mind. This article outlines research on the use of praise by instructors in the classroom in the context of student motivation and specifically discusses the use of praise-notes to productively induce student performance and engagement. The merits of praise notes as a motivational tool are discussed and demonstrated through applicative suggestions for classroom practice.