In-class and out-of-class interactions between international students and their host university teachers

2021 ◽  
pp. 174549992110387
Author(s):  
Li Bai ◽  
Ying Xian Wang
Keyword(s):  
International Students ◽  
Critical Role ◽  
Classroom Interaction ◽  
Chinese Students ◽  
Well Being ◽  
Student Interaction ◽  
University Teachers ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Class Interaction

The critical role of teacher–student interaction in students’ educational outcomes, sense of belonging, and psychological and social well-being makes teacher–student interaction between international students and their teachers at the host universities worthy of research. Using Norton’s model of language, identity and investment to examine Chinese students’ in-class interaction with their Australian teachers, we found Chinese students tended to avoid classroom interaction. Although this finding appears to be due to language and cultural reasons, Norton’s model seems to provide a more profound interpretation of our participants’ reluctance to invest in in-class teacher–student interaction, particularly with the addition of the ‘culture’ element to the model. Students’ out-of-class interaction with their Australian teachers seems to reveal a tension in intercultural communication: most participants favoured oral, face-to-face and immediate communication by using phones and social media apps rather than emails. Suggestions for enhancing intercultural understanding and interaction between international students and their host university teachers are discussed.

scholarly journals Positive Politeness Strategies in EFL Classroom Interaction

2019 ◽  
Author(s):  
Rita Erlinda
Keyword(s):  
Teaching And Learning ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Institutional Setting ◽  
Age Difference ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Politeness Strategies ◽  
Teacher Students ◽  
Pragmatic Knowledge

Learning a foreign language involves not only knowing how to speak and write well but also how to behave linguistically. Therefore, the teacher-students interaction in class is influenced by their pragmatic knowledge, how to behave and respond in different situations and contexts. This study approaches teacher-student interaction in the EFL classroom from a pragmatic perspective. It focuses on linguistic politeness; that is, the ways of the teacher expresses politeness verbally through teachers’ use of language. This study explores positive politeness strategies used by the teacher in three 90-minutes English lessons in a senior high school. The data were video-recorded from three different classroom settings where English is the object and the medium of teaching and learning process. The analysis was based on Brown and Levinson’s politeness strategies. The results show that there are six strategies that emerged in the teacher-student interaction, namely: strategy 2: exaggerate interest, approval, sympathy with hearer; strategy 4: use in-group identity marker; strategy 5: seek agreement; strategy 10: offers, promise; strategy 12: including both speaker and hearer in an activity and strategy 13: giving and asking a reason. The age difference, institutional setting, power and the linguistic ability of the students have contributed to the different choices of positive politeness strategies.

Student Participation and Engagement

2021 ◽  
pp. 51-73
Author(s):  
Christine M. Jacknick
Keyword(s):  
Student Participation ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Individual Student ◽  
Student Responses ◽  
Teacher Student ◽  
Verbal Participation ◽  
Teacher Student Interaction ◽  
A Performance

This first data-based chapter shows how the sequentiality and temporality of student actions can be used to characterize their participation and engagement in classroom interaction. Traditionally, researchers and teachers have focused on students’ verbal participation, and this chapter likewise focuses on students’ verbal contributions to demonstrate how participation and engagement might be disambiguated. A new term, studenting, is introduced here as well. This concept refers to student actions which may be characterized as a category-bound action of the role “student” undertaken at the “wrong” time or as a performance of participation. The analysis also shows how individual student actions may be visualized as a wave of student responses. Examples include choral responses, teacher-student interaction, and student-student interaction.

scholarly journals Interactions during teacher-fronted class time of English classes in a Chinese university

2021 ◽  
Author(s):  
◽  
Xiaoyan Xie
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Social Participation ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Teacher Student ◽  
Chinese University ◽  
Teacher Student Interaction ◽  
The Way

<p>This research employs an ethnographic approach to examine teacher-student interaction during teacher-fronted classroom time in classrooms for English majors in a Chinese university. It involves two teachers and their respective classes. The data was collected through classroom observing, audio- and video-taping, oral report, interviewing and stimulated reflection across a two and a half month period. The data is analyzed qualitatively, using Nvivo as the main research tool and grounded theory as the approach. Informed by Vygotsky's (1978) sociocultural theory which puts talk at the core of successful teaching and learning, the analysis presented explores the patterns of interaction established in the two classes and learning opportunities embedded in them through the way the teachers interacted with their students. Erickson's (1982) constructs: academic and social participation structures, were adopted as the main frames for analyzing the data since these allow the integration of pedagogical and interactional aspects of teacher-student interaction. Analysis of the academic participation structures in the two classes revealed a traditional textbook-directed, teacher-controlled transmission mode of teaching with the focus on rote learning, vocabulary, mechanical practice, recalling from memory and knowledge rather than on language skill, meaningful interaction, understanding and method. Students were afforded fewer opportunities to participate meaningfully in classroom interaction. The teachers controlled not only the topics of academic learning but the way to learn the content. Analysis of the social participation structures showed that the teacher-student interaction was dominated by the teacher-initiated monologic IRF sequence with the I move mainly used to initiate known-information questions and the F move used to both evaluate and carry on with more instruction. The data shows how the heavy reliance on the strict IRF constrained the students' opportunities to participate in classroom discourse and to develop cognitively and linguistically. At a more general level, reliance on the IRF also shaped and constrained the students' epistemologies and learning styles. However, the picture that emerged was not all bleak. Both teachers allowed for variations to the ways the students participated, allowing the students some choice over when and how to participate. In spite of a relaxed participatory control, student initiations still rarely occurred. Consistent with the holistic nature of qualitative research, the current research also investigated contextual issues which shaped the teacher-student interaction. A range of issues were identified which largely arose from the teachers' view of language and language learning and their lack of professional development. The students were also found responsible for the interactive environment: they shared a lot of their teachers' view of language and language learning, and their cultures of learning, limited language resources and anxiety also contributed to their passive speech role, thus allowing their teachers to play a dominant role in classroom discourse unchallenged. Based on the analysis, a range of pedagogical implications have been suggested addressing academic and social participation structures and professional development of the teachers and contextual issues. The thesis concludes by proposing directions for future research.</p>

scholarly journals An Empirical Study of Teacher-Student Interaction in College English Classroom from the Perspective of Educational Equality

2020 ◽  
Vol 71 ◽  
pp. 41-58
Author(s):  
Feifei CHEN
Keyword(s):  
Social Justice ◽  
English Education ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Educational Equality ◽  
College English ◽  
Teacher Student ◽  
Significant Difference ◽  
Teacher Student Interaction ◽  
English Classroom

Educational equality is seen as the cornerstone of social justice. Likewise, ensuring the equality of teacher-student interaction in the classroom plays a crucial part in meeting the requirements of social justice. In college English classroom, teachers are expected to provide students with equal opportunities to interact with one another through communicative and collaborative activities so as to give the full play of students’ potential. However, it is worth noting that the unequal status in current teacher-student interaction may pose serious threat to the implementation of educational equality in higher education system. Therefore, taking the 85 students of Zhejiang Yuexiu University as research participants, the study, spanning from September 2019 to January 2020, is designed to investigate the factors that influence teachers’ educational equality mindset and to assess whether the significant difference between these variables and inequality in classroom interaction exists by adopting the research instruments of classroom observation, interview and questionnaire. The data collected reveal that the inequality can be discerned in teacher-student interaction in college English classroom, for the teacher’s questioning times, question types, and feedback types are closely associated with the differences of genders, personalities, regions and English levels of students. In addition, the root causes for the inequality are also examined discreetly from multi-perspectives through interviews on both teachers and students for better proposing some effective strategies to minimize educational inequality and facilitate students’ development in positive directions in college English education.

scholarly journals Interactions during teacher-fronted class time of English classes in a Chinese university

2021 ◽  
Author(s):  
◽  
Xiaoyan Xie
Keyword(s):  
Professional Development ◽  
Language Learning ◽  
Social Participation ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Teacher Student ◽  
Chinese University ◽  
Teacher Student Interaction ◽  
The Way

<p>This research employs an ethnographic approach to examine teacher-student interaction during teacher-fronted classroom time in classrooms for English majors in a Chinese university. It involves two teachers and their respective classes. The data was collected through classroom observing, audio- and video-taping, oral report, interviewing and stimulated reflection across a two and a half month period. The data is analyzed qualitatively, using Nvivo as the main research tool and grounded theory as the approach. Informed by Vygotsky's (1978) sociocultural theory which puts talk at the core of successful teaching and learning, the analysis presented explores the patterns of interaction established in the two classes and learning opportunities embedded in them through the way the teachers interacted with their students. Erickson's (1982) constructs: academic and social participation structures, were adopted as the main frames for analyzing the data since these allow the integration of pedagogical and interactional aspects of teacher-student interaction. Analysis of the academic participation structures in the two classes revealed a traditional textbook-directed, teacher-controlled transmission mode of teaching with the focus on rote learning, vocabulary, mechanical practice, recalling from memory and knowledge rather than on language skill, meaningful interaction, understanding and method. Students were afforded fewer opportunities to participate meaningfully in classroom interaction. The teachers controlled not only the topics of academic learning but the way to learn the content. Analysis of the social participation structures showed that the teacher-student interaction was dominated by the teacher-initiated monologic IRF sequence with the I move mainly used to initiate known-information questions and the F move used to both evaluate and carry on with more instruction. The data shows how the heavy reliance on the strict IRF constrained the students' opportunities to participate in classroom discourse and to develop cognitively and linguistically. At a more general level, reliance on the IRF also shaped and constrained the students' epistemologies and learning styles. However, the picture that emerged was not all bleak. Both teachers allowed for variations to the ways the students participated, allowing the students some choice over when and how to participate. In spite of a relaxed participatory control, student initiations still rarely occurred. Consistent with the holistic nature of qualitative research, the current research also investigated contextual issues which shaped the teacher-student interaction. A range of issues were identified which largely arose from the teachers' view of language and language learning and their lack of professional development. The students were also found responsible for the interactive environment: they shared a lot of their teachers' view of language and language learning, and their cultures of learning, limited language resources and anxiety also contributed to their passive speech role, thus allowing their teachers to play a dominant role in classroom discourse unchallenged. Based on the analysis, a range of pedagogical implications have been suggested addressing academic and social participation structures and professional development of the teachers and contextual issues. The thesis concludes by proposing directions for future research.</p>

scholarly journals HUBUNGAN PERILAKU INTERPERSONAL GURU DAN PARTISIPASI PESERTA DIDIK DENGAN HASIL BELAJAR BIOLOGI DI SMA

2020 ◽  
Vol 7 (1) ◽  
pp. 7
Author(s):  
Yusnia Eka Putri ◽  
Supriyatin Supriyatin ◽  
Eka Putri Azrai
Keyword(s):  
Critical Role ◽  
Total Sample ◽  
Student Interaction ◽  
Interpersonal Behavior ◽  
Student Outcome ◽  
Positive Correlation ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Descriptive Method ◽  
Mathematics And Science

<p>Teacher’s interpersonal behavior, play a critical role on teacher-student interaction. Teacher-student interaction related to student’s participation on learining process. Student’s participation related to student’s outcome. The aim of this research is to investigate whether there is a correlation between teacher’s interpersonal behavior ans student’s participation with student outcome. The research was conducted at SMAN 2 Bekasi on October-November 2018. The total sample was 114 students of Mathematics and Science Programe at eleventh grade. The method used for this research is descriptive method. The result showed that there is a positive correlation between teacher’s interpersonal behavior and student’s biology outcome, a positive correlation between student’s participation and student’s biology outcome, a positive correlation between teacher’s interpersonal behavior and student’s participation, and also a positive correlation between teacher’s interpersonal behavior and student’s participation with student’s biology outcome.</p><em>Keywords: learning outcome, participation, teacher’s interpersonal behavior</em>

The Relationship of Teacher Fitness to Teacher/Student Interaction

1988 ◽  
Vol 7 (2) ◽  
pp. 142-151 ◽  
Author(s):  
Judith A. Bischoff ◽  
Sharon Ann Plowman ◽  
Lawrence Lindenman
Keyword(s):  
Interaction Analysis ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Current Evidence ◽  
Fitness Level ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Asking Questions ◽  
Analysis System ◽  
The Relationship

The purpose of this study was to determine the relationship between teacher fitness and teacher/student interaction in the classroom. Eighteen experienced high school teachers volunteered as subjects. Subjects were divided into high-fit (HF) and low-fit (LF) categories by comparison with norms for their age and sex in sit-ups, sit-and-reach, percent body fat, and maximal aerobic power. Teacher/student classroom interaction was evaluated by coding audiotapes with the verbal portion of Cheffers’ Adaptation of Flanders’ Interaction Analysis System (CAFIAS). It was revealed that HF teachers spent less time asking questions and more time giving directions than LF teachers. Teachers initiated talk more in the morning, especially on Monday, and students talked more in the afternoon, especially on Friday. Students initiated more talk in the afternoon and were more unpredictable and noncontent oriented in both their initiated and responding behavior in the afternoon. There were no significant interactions between fitness level, day, and time. The current evidence does not support the hypothesis that physically fit teachers are clearly distinguishable from unfit teachers in terms of teacher/student interaction.

scholarly journals Teacher-Student Interaction in EFL Classroom in China: Communication Accommodation Theory Perspective

2019 ◽  
Vol 12 (12) ◽  
pp. 99
Author(s):  
Zheng Weizheng
Keyword(s):  
Foreign Language ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Target Language ◽  
Classroom Teaching ◽  
Communication Accommodation ◽  
Communication Accommodation Theory ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Accommodation Theory

Foreign language teaching highlights the cultivation of the learners&rsquo; communicative competence, because the main purpose of learning a foreign language is to use the target language to communicate. However, many students in higher institutions in China cannot speak English fluently after having learned English for more than ten years, although they have mastered abundant knowledge of grammars and enough vocabulary, which mainly results from lack of interaction in classroom teaching besides the natural language environment. Classroom interaction is the key to effective teaching in EFL classroom. So, using strategies to promote the interaction in class is necessary. This paper explores the interaction between teacher and student in EFL classroom from the perspective of Communication Accommodation Theory (CAT). Data was collected from 540 minute video samples of three English teachers&rsquo; classroom teaching. This study aimed: 1) To identify whether the teachers use communication accommodation strategies to develop the interaction，when they are faced with the difficulties in EFL class; 2)To answer which strategies are often used in EFL classroom? Findings showed: 1) Communication accommodation strategies happened in Teacher-student interaction; 2) Communication accommodation strategies such as approximation, interpret ability, emotional expression and interpersonal control are the basic strategies which were employed by the three participants in each session of EFL class; 3) Interpret ability and strategy of discourse management such as face-maintenance, turn-taking, topic control, asking referential questions, conversational repair and feedback occurred frequently according to the discourse. 4) The more accommodation strategies the teacher used, the better the interaction in the classroom was.

scholarly journals Impact of teacher’s interaction pattern for seventh grade student

2019 ◽  
Vol 2 (2) ◽  
pp. 104
Author(s):  
Khumayda Shofiyul Khaliyah ◽  
Dzul Rachman
Keyword(s):  
Discourse Analysis ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Student Response ◽  
Interaction Pattern ◽  
Seventh Grade ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Impact ◽  
Student Contribution

Classroom interaction is essential for English foreign language student. Additionally, discourse analysis is the examination of the language used by members of a speech community. The objectives of this study to describe the pattern of teacher-student interaction used by the teacher in the classroom at MTs Nurul Ummah Yogyakarta and to reveal the impact of teacher-student interaction pattern to the student contribution on the MTs Nurul Ummah Yogyakarta. This research employed discourse analysis. Includes English teacher and seventh-grade students of MTs Nurul Ummah Yogyakarta as the participants. Data were collected through observation and recording. The collected data were analysed by Walsh using discourse analysis. Findings show there are 30 patterns in 18 exchanges of teacher-student interaction in the classroom. The type of designs are: IR, IRE, IRRE, IRRF, IRREIRE, IRRRE, IRF, IRFRRRERE, IRR, IRRRRRRE, IRRFRE, IRI, IRRRRRE, IIIII, IIRE, IRFRE, IIRE, IIIR, IIR, IEIRRI, IRFR, IRRRRRRRRRRRRE, IRRRRRRRER, IEI, IRRRRF, IIIIRRF, IIIIRR, IRRII, IRFII, IREI. The impacts of the type interaction pattern to the student contribution are: student can repeat the teacher initiation, a student could express their idea, a student could ask the question on the teacher explanation, student response appropriate for teacher talk.

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