Teacher-student Verbal Interaction Research Articles

Predicting classroom activity index through multi-scale head posture classification network

The quantification of the interplay between student behavior data and classroom teaching effectiveness using quantitative metrics has perennially posed a challenge in the evaluation of classroom instruction. Classroom activity serves as a reflection of student engagement, emotional ambiance, and other pertinent aspects during the pedagogical process. This article presents a methodology for quantifying student head posture during classroom instruction utilizing AI-driven video analysis technology, notably the Classroom Activity Index (CAI). A Classroom Activity Analysis System (CAAS) was designed and developed, integrating a multi-scale classification network based on ECA-ResNet50 and ECA-ResNet18. This network discerns and categorizes various head regions of students situated in both the frontal and real rows of a lecture-style classroom, irrespective of their dimensions. The classification network attains exceptional performance, boasting F1 score of 0.91 and 0.92 for student head-up and head-nodding. Drawing on the live classroom instruction at a higher vocational college in Wuhan, Hubei Province, China, a comparative experiment was executed. The findings revealed that three factors: teacher-student verbal interaction, teacher body language, and utilization of digital resource, all exert an influence on CAI. Simultaneously, the degree of classroom activity as gauged by FIAS and manual analysis fundamentally aligns with the CAI indicators quantified by CAAS, validating the efficacy of CAI in the quantification of classroom activity. Consequently, the incorporation of CAAS in teaching, research, and oversight scenarios can augment the precision and scientific rigor of classroom teaching assessment.

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.

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.

Research on the Design and Optimization of Multimedia Interactive Teaching Content in Civic and Political Education in Colleges and Universities

Abstract The reform and innovation of ideological education in colleges and universities is an important mission of every college and university, and the design and optimization of the interactive teaching content of ideological education in colleges and universities through combining with multimedia can well enhance the overall quality of the work of ideological education in colleges and universities. The purpose of this paper is to propose a synchronous classroom teaching environment that uses video interaction. The data is analyzed and recorded using the FISA system. Through the experiment, it is concluded that in the comparative analysis of teacher-student verbal interaction behavior, the performance of 2 teachers (B1 and B2) in the classroom teacher-student interaction structure is compared and analyzed, in which the ratio of teacher’s verbal behavior of B1 is 54.78%, and the ratio of teacher’s verbal of B2 is 68.55%, which is concluded that the teacher of B2 empowers the students to speak more so that the students can be better involved in Civic and Political Science classroom.

Construction and Evaluation of an Intelligent Analysis System for Interactive Teaching in Physical Education Classrooms

Abstract With the continuous deepening and progress of the research in the physical education discipline, the school and the state put the landing point on the integration of information technology and the development of the discipline. In this paper, we design the system framework and perform data module design, on the basis of which we conduct detection research on teacher-student interaction behavior. The article employs an intelligent analysis system based on the YOLOv5 model to establish a model of teacher-student interaction behavior. This model is based on the movement and facial observations of both teachers and students in a physical education classroom. The intelligent analysis system, based on the YOLOv5 model and independent t-test, observed the behavior of teacher-student interaction based on the ratio of teacher-student verbal interaction and analyzed it accordingly. In teacher- and student-type speech, the ratio of teacher-direct influence speech is 45.62%, which is higher than indirect influence speech, while the ratio of student-passive speech is 5.54%, which is higher than student-active speech. Finally, the interactive intelligent system was evaluated for teaching and learning to understand students’ feedback on the intelligent analyzing system based on the YOLOv5 model from two parts: physical education test scores and students’ satisfaction surveys. In the physical education classroom, the teacher primarily uses their own words and interacts with the students less frequently. However, the system has the potential to significantly enhance students’ performance in Physical Education, with the majority of students reporting improvements in their PE skills and other areas. In terms of participation in the physical education classroom, 32 students thought that there was a “great improvement,” and 22 students thought that there was an “improvement,” for a total percentage of 98.18%, which is a significant effect.

Student participation in whole-class discourse: individual conditions and consequences for student learning in primary and secondary school

Students’ participation in whole-class discourse is an important feature of classroom learning. Within socio-cultural research, two explanations for this connection can be emphasised: students’ engagement and teacher-student verbal interaction. We suggest a video-based coding scheme that can be specifically connected with each theoretical strand by distinguishing between student-guided and teacher-guided participation. The aim is to explore the conditions (student characteristics) and consequences (student learning) of both types of classroom participation. The results of two video studies with standardised pre- and post-assessments – one in secondary school mathematics (932 students, 40 classes) and one in primary school science (681 students, 35 classes) – emphasise both the relevance of students’ prior knowledge for participation in whole-class discourse and the role of student-guided participation in learning.

Research on Online Classroom Language between Teachers and Students

Under the new situation, online live teaching has become one of the important teaching methods. The verbal interaction between teachers and students is an important explicit behavior in online live teaching. To further improve the quality of teacher-student verbal interaction in an online live classroom, this study constructs a speech interaction behavior coding system for teachers and students in an online live classroom, which is based on the ITIAS teacher-student interaction coding system and Bellack’s interaction structure theory. By observing the online live class of Luoyang No.56 middle school, conclusions are found in terms of interactive structure, the level of interaction, the interactive atmosphere, and the interactive dynamics. Online Classroom Language Between Teachers and Students infulences the effectiveness of the classes greatly. According to the study, the researcher put forward some strategies to improve the effectiveness of teacher-student verbal interaction in online live classrooms. The researcher believed that this research will give important guidance for the development of the school-based online live curriculum, and promote the development of the school-based online live curriculum.

Exploring the Effects of Teacher-Student Verbal Interaction on Effects of Adolescent Learning Efficacy Based on Satir's Iceberg Theory

Teaching is an important process of teacher-student verbal interaction, which plays a significant role in improving students' academic performance and enhancing their healthy physical and mental development. In order to investigate the influence of teacher-student verbal interaction on secondary school students' learning efficacy and to understand how teachers' language affects adolescents' self-efficacy, this paper adopts questionnaires and interviews founded on Satir's iceberg theory to gather data on teacher-student relationships and their learning efficacy from eight secondary school students in four regions, including Fujian and Sichuan. Quantitative analysis is conducted by SPSS 26.0 to study the effect of teacher-student verbal interaction on secondary school students' learning efficacy. The study indicated that positive and good verbal interactions could enhance adolescents' learning efficacy. Teachers can utilize Satir’s iceberg theory to touch the psychological world under the iceberg and assist students in enhancing their learning efficacy through more accurate verbal behaviors.

Empirical Research on Teacher-Student Verbal Interaction in Online Classrooms Based on Itias

Empirical Research on Teacher-Student Verbal Interaction in Online Classrooms Based on Itias

TEACHER-STUDENT VERBAL INTERACTION PATTERN IN READING CLASSROOM SMP PARULIAN 2 MEDAN

TEACHER-STUDENT VERBAL INTERACTION PATTERN INREADING CLASSROOM SMP PARULIAN 2 MEDAN*Nurcahaya Sinaga** Dr. Siti Aisah Ginting M.Pd.** Farida Hanim Saragih, S.Pd., M.HumABSTRACTNurcahaya Sinaga. Registration Number: 2153321022. Teacher-StudentVerbal Interaction Pattern in Reading Classroom at SMP Parulian 2 Medan.A Thesis. English and Literature Department. Faculty of Languages andArts. State University of Medan, 2020.This research was intended to examine the verbal interaction features used by twoteachers in teaching reading comprehension through virtual classroom with zoomapplication. This virtual class was chosen since the offline classroom was changedinto online classroom during the covid 19 pandemic. This research was conductedto answer the research problems; 1. How are the teachers and the students verbalinteraction patterns used in reading classroom of SMP Parulian 2 Medan. 2 Whydo the teachers interact in the way they do? It covers the analysis on thetranscripts of teachers-student verbal interaction and the interview. The analysiscovers the steps of data condensation. In the process of data condensing, allrecorded utterances were selected to focus on the utterances used by the teachersand students during the virtual classroom. Then, the utterances were simplified inorder to be easier to understand. The abstracting process was done to focus on theintention of answering the research problems. The final step was transforming theutterances and interview into transcription. The design of this research is a casequalitative study. The subjects were two English teachers and twenty students ofParulian Junior High School. The data to answer the problems were transcripts ofverbal interaction used by the teachers and students and interview to find thereasons of the teachers to use certain patterns students during the virtualclassroom. The data were collected by using recording tools; smart phonerecording and observational notes. The findings show that the teachers’ verbalclassroom interaction did not cover all types of interactional features by Walsh.The verbal interactions through zoom virtual classroom by the first teacher consistof seven types of interactional features. They are Display questions (0,53%),Seeking clarification (0,21%), Extended wait-time (0,125%), Scaffolding(0,003%), Direct repair (0,003%), Confirmation checks (0,003%), Teacher echo(0,003%). While. The verbal interactions through zoom virtual classroom by thesecond teacher consist of seven types of interactional features. They are Display questions (0,29%), Scaffolding (0,023%), Extended wait-time (0,23%), Seekingclarification(0,12%), Confirmation checks (0,032%), Teacher interruptions(0,032%), Direct repair (0,016%), Content feedback ( 0,016%), Extended learnerturn (0,016%), Teacher echo (0,016 %). The most frequently used of interactionalfeature is display questions. The reason to use display questions is material focus.The teachers wanted the students to focus on the material.Keywords: Classroom Verbal Interaction, Pedagogical goal, ReadingClassroom.

Study the Effectiveness of Technology-Enhanced Interactive Teaching Environment on Student Learning of Junior High School Biology

This research investigates the effectiveness of integrating Interactive Whiteboard (IWB) into the junior high school biology teaching. This research adopts a quasi-experimental design and divides the participating students into the conventional ICT-integrated learning environment and IWB-integrated learning environment. Before teaching, students took the pre-test of summative assessment. The entire teaching process was recorded as a teaching video for analysis of teacher-student verbal interactions. Finally, students took the post-test of summative assessment and Constructivist Multimedia Learning Environment Survey (Maro & Fraser, 2005). The findings show that students in the IWB group have significantly better learning effectiveness. They also tend to have more positive attitudes towards their learning environment. The verbal interactions in the IWB group tend to involve less lecturing and more active participation by students.

Flanders 언어상호작용 분석 프로그램을 이용한 초등과학 영재수업에서의 유능한 영재교사 발언 사례 연구

이 연구에서는 유능한 초등과학 영재교사의 수업 관찰을 통해 교사 학생 간의 언어적 상호작용 및 교사의 발언 유형을 분석하고, 그 특징을 살펴보고자 한다. 연구 대상으로 선정된 유능한 영재교사는 영재교육전문가, 과학교육전문가의 추천을 받은 교사이다. 이렇게 선정된 유능한 초등과학 영재교사 3인의 수업에 참관하여 관찰과 녹화를 하였고, 수집된 자료는 전사한 후 Flanders의 언어상호작용 분류틀을 기초로 교사와 학생의 발언을 분석하였다. 연구 결과는 다음과 같다. 첫째, 유능한 초등과학 영재교사들의 영재수업에서 일정한 언어 상호작용 흐름은 나타나지 않았지만 교사의 질문이나 강의/설명 발언 후 학생들이 넓은 반응을 보이는 긍정적인 언어적 상호작용의 흐름이 나타났다. 둘째, 유능한 초등과학 영재교사들의 수업에서 가장 많이 나타난 발언 유형 항목은 강의/설명이고 지시나 비판의 발언은 거의 나타나지 않았다. 또한 감정의 수용, 칭찬 및 격려, 아이디어 수용의 비지시적 발언을 많이 사용하였다. 결론적으로 유능한 과학영재교사는 지시나 비판의 지시적 발언보다 감정의 수용, 칭찬 및 격려, 아이디어 수용 같은 비지시적 발언의 사용으로 학생의 넓은 반응을 이끌어내는 긍정적인 언어상호작용을 하고 있었으며, 영재학생들의 지적 호기심을 충족시켜주는 확산적 질문을 많이 사용하는 특징을 보였다. The purpose of this study was to examine the flow of teacher-student verbal interactions and the types of discourse in the science gifted classes of three effective teachers. The three effective teacher were recommended by the expert of a gifted education or science education expert. A participant observation was carried out in their classes, and all the classes were videotaped. The collected videotape materials were transcribed, and Flanders Interaction Analysis Categories and an AF program were utilized to analyze the video clips. The findings of this study were as follows: First, there was no specific flow of verbal interactions in the classes provided by the effective gifted teachers, but the kind of positive verbal interaction that the students responded diversely to their questions or lectures took place. Second, the most prevalent type of utterance in the classes of them was lecturing, and the remark of direction and criticism scarcely took place. And lots of non-directive remarks were found such as emotional acceptance, praise, encouragement or acceptance of ideas. As a result, the effective science gifted teachers made more nondirective remarks such as emotional acceptance, praise, encouragement and acceptance of ideas than directive remarks such as direction or criticism, and their non-directive remark made it possible to elicit more extensive responses from their students.

Dialogismo, argumentação e desenvolvimento humano: uma abordagem de gestos profissionais docentes por meio do método da autoconfrontação

O foco deste trabalho é a prática de ensino concreta em situação de interação verbal professor-aluno. Seu objetivo é apresentar uma discussão sobre o processo de desenvolvimento de gestos profissionais docentes e um estudo detalhado de um gesto singular proveniente da prática de dois professores do ensino superior, com os quais trabalhamos em cooperação. O método adotado é o da autoconfrontação simples e cruzada. A fundamentação teórica para análise do material verbal proveniente das sessões de autoconfrontação articula os conceitos de dialogismo, de argumentação e de desenvolvimento humano.

Teacher-student interaction in classrooms of students with specific learning disabilities learning English as a foreign language

Abstract The study reported in this article examines teacher-student verbal interaction in classrooms of high school students with specific learning difficulties learning English as a foreign language. The aims of the research were twofold: a) to examine teachers' interactional strategies when teaching a foreign language to these students and b) to search for strategies which appeared to support and activate students' participation in language learning activities. This article presents data analysis from one of three classrooms involved in a larger-scale research project (Cohen, 2006). The research was conducted in classrooms of low ability groups of high-school students over a period of four months. The classrooms were composed of students with specific learning difficulties which affected their ability to acquire proper literacy skills in English as a foreign language and whose literacy and communication skills in English were therefore limited. The main sources of data were transcripts of observation notes and video-taped classroom interactions. The conceptual framework for analysis and interpretation of the data included a socio-cultural model of teacher-student interaction and examination of deviations from the traditional, restricted Initiation-Response-Feedback (IRF) classroom sequence. This article focuses on one of the teachers and represents data based on four out of ten of her lessons examined in the original research. Results show how the teacher's instructional strategies and the quality of her interaction have a potential to open up and increase learning opportunities for students with specific learning difficulties.

Teacher-Student Verbal Interaction Patterns At The Tertiary Level Of Education

The main objective of the proposed study was to explore Teacher–Student verbal interaction patterns at tertiary level education in the North West Frontier Province of Pakistan using Flanders’ Interaction Analysis system. This study was significant because its findings and conclusions may stimulate teachers to improve their teaching behaviour in order to maximize student learning. To achieve the above study objectives, three hypotheses were formulated in the light of Flanders “Two-thirds rule” of teacher-student classroom interaction at the tertiary level, namely, about two-thirds of the classroom time is devoted to talking, about two-thirds of this time the person talking is the teacher and two-thirds of the teachers’ talk is “direct” talk. Twenty-five classrooms at the tertiary level were randomly selected as samples for this study. Twenty-five observations were carried out, one in each classroom, using Flanders Interaction Analysis system to secure the data. To do this, time sampling was used and each classroom was observed for 810 seconds (13.50 minutes) in a 45-minutes class. After obtaining and encoding the data, it was tabulated, analyzed, and interpreted by using percentages, means, and standard deviation. All the hypotheses were supported and it was concluded that, at the tertiary level, more than two-thirds of classroom time was devoted to talking. Thus, talk method dominated in classes. More than two-thirds of the classroom talking time was devoted to teachers talking at the tertiary level with the teachers playing the dominant role. More than two-thirds of the teachers’ talking time was devoted to direct talk, which showed the direct role of the teacher and indirect role of students at the tertiary level.

Teacher-Students Verbal Interaction At The Secondary Level

The main purpose of this study was to explore teacher-student verbal interaction in the secondary level classes using the Flanders Interaction Analysis system (FIA). Its findings and conclusions may stimulate teachers at the secondary level to improve their teaching behaviour in order to maximize students’ learning.

Teacher‐Student Verbal Interaction and Questioning, Class Size and Bilingual Students' Academic Performance

This article is a result of a small-scale study with the purpose of investigating teacher-student verbal interactions and questioning and students' curriculum-related performance in small and large mainstream classes. In mainstream classes the bilingual students were taught together with their monolingual Norwegian peers. The study shows that there are inter-group and intra-group differences with respect to: (i) teacher-student verbal interaction; (ii) academic questioning; (iii) curriculum-related performance of students in small classes compared with large classes. The bilingual minority students in general, and bilingual minority girls in particular, benefit from civics lessons in small classes more than they do in large classes. It is suggested that by creating rich possibilities for teacher-student verbal interaction and curriculum-oriented academic questioning, small classes can provide conditions for better academic performance in content area subjects, i.e. civics, for bilingual students in general and bilingual girls in particular than do large classes.

Teacher–Student Verbal Interaction and Questioning, Class Size and Bilingual Students' Academic Performance

Teacher–Student Verbal Interaction and Questioning, Class Size and Bilingual Students' Academic Performance

Teacher-Student Verbal Interaction and Questioning, Class Size and Bilingual Students' Academic Performance

Teacher-Student Verbal Interaction and Questioning, Class Size and Bilingual Students' Academic Performance

The Classroom Practices Observation Study

The Classroom Practices Observational Study conducted by The National Research Center on the Gifted and Talented (NRC/GT) examined the instructional and curricular practices used with gifted and talented students in regular elementary classrooms throughout the United States. This article describes the procedures used in this study and the results obtained from systematic observations in 46 third or fourth grade classrooms. The observations were designed to determine if and how classroom teachers meet the needs of gifted and talented students in the regular classroom. Two students, one gifted and talented and one average ability student, were selected as target students for each observation day. The Classroom Practices Record (CPR) was developed to document the types and frequencies of differentiated instruction that gifted students receive through modifications in curricular activities, materials, and teacher-student verbal interactions. Descriptive statistics and chi-square procedures were used to analyze the CPR data. The results indicated little differentiation in the instructional and curricular practices, grouping arrangements, and verbal interactions for gifted and talented students in the regular classroom. Across five subject areas and 92 observation days, the observed gifted and talented students experienced no instructional or curricular differentiation in 84% of their instructional activities.