scholarly journals Artificial Intelligent Based Video Analysis on the Teaching Interaction Patterns in Classroom Environment

2021 ◽  
Vol 11 (3) ◽  
pp. 126-130
Author(s):  
Kaiyue Lv ◽  
◽  
Zhong Sun ◽  
Min Xu
Keyword(s):  
Video Analysis ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Interaction Pattern ◽  
Classroom Teaching ◽  
Interaction Patterns ◽  
Coding System ◽  
Artificial Intelligent ◽  
Teaching Interaction ◽  
Behavioral Sequences

Recently, the development of technology has enriched the form of classroom interaction. Exploring the characteristics of current classroom teaching interaction forms can clarify the deficiencies of teaching interactions, thereby improving teaching. Based on the existing classroom teaching interactive coding system, this paper adopted ITIAS coding system, and took classroom with interactive whiteboard, interactive television or mobile terminals as research scene, selected 20 classroom videos of teaching cases in this environment as research objects. Computer vision, one of the artificial intelligent technologies was applied for video analysis from four aspects: the classroom teaching atmosphere, the teacher-student interaction, the student-student interaction, the interaction between human and technology. Through cluster analysis, three clusters of sample’s behavioral sequences were found. According to the analysis on the behavioral sequences and the behavioral transition diagram of each cluster, three classroom teaching interaction patterns were identified, including immediate interaction pattern, waiting interaction pattern and shallow interaction pattern.

scholarly journals INTERACTION PATTERNS IN ENGLISH AS FOREIGN LANGUAGE CLASSROOM AT LOWER SECONDARY SCHOOLS

2017 ◽  
Vol 6 (1) ◽  
pp. 99 ◽  
Author(s):  
Hanna Sundari ◽  
Zainal Rafli ◽  
Sakura Ridwan
Keyword(s):  
Secondary Schools ◽  
Language Learning ◽  
English Language ◽  
Group Discussion ◽  
Classroom Interaction ◽  
Student Interaction ◽  
Interaction Patterns ◽  
English As Foreign Language ◽  
Language Classroom ◽  
Lower Secondary Schools

Interaction plays an important role in language learning process in classroom setting. This present study aims at investigating the patterns used in classroom interaction by English lower secondary teachers. Using qualitative approach, this study was carried out in eight lower secondary schools (SMP) in Jakarta. Moreover, twenty English language experienced teachers with three to thirty-six years of teaching experiences were recruited as participants. Interviews, classroom observations/recording and focus-group discussion were instruments to collect data. For analyzing the data, qualitative data analysis was selected in developing categories and sub-categories of the data. The findings showed that the teachers apply at least three identified interactional patterns in EFL classroom in which modify the IRF structure. Teachers initiate interaction to the entire class (T-whole class interaction) by giving questions and instruction. Then, they also point out one specific student to answer the question or do the required task (Teacher fronted student interaction). In addition, teachers set the classroom activity to make the students interact each other (student-student interaction). Moreover, the student responses and other interactional features identified in language classroom are also discussed.Keywords: interaction patterns, EFL classrooms, secondary school

scholarly journals CLASSROOM INTERACTION PATTERNS AND TEACHERS-STUDENTS PERCEPTIONS ON ENGLISH CLASSES AT SMAN 2 BUKITTINGGI WEST SUMATRA

2018 ◽  
Vol 19 (2) ◽  
pp. 149
Author(s):  
Mike Nurmalia Sari
Keyword(s):  
Teaching And Learning ◽  
Interaction Analysis ◽  
Student Perception ◽  
Classroom Interaction ◽  
Interaction Pattern ◽  
Classification Theory ◽  
Interaction Patterns ◽  
Teacher Student ◽  
Class Interaction ◽  
Interaction Characteristic

This article aims to describe the results of research on interaction patterns and characteristics of classroom interaction in teaching and learning activities in English class in Bukittinggi West Sumatera, as well as perceptions of students and teachers to the interaction. This research type is descriptive and research data is classroom discourse between teacher and student when studying English, as well as questionnaire of student and teacher to class interaction. Participants are 4 English teachers with 3 meetings for each teacher (12 meetings). The research used classification theory of class interaction type from Lindgren (1981), Wajnryb (1992), and El-Hanafi (2013), while for interaction characteristics used Flanders' Interaction Analysis Code (FIAC) model. The results of this study indicate that the dominant interaction pattern is teacher-student with one way traffic interaction, while the dominant interaction characteristic is the cross content. From teacher perception, dominant interaction pattern is student-student interaction and dominant interaction characteristic is teacher support. Whereas from student perception, dominant interaction pattern is teacher-student with two-way traffic interaction, and characteristic of dominant interaction is content cross. It can be concluded that the interaction pattern and the interaction characteristics that occur in the teaching and learning process are strongly influenced by the material and skills taught by the teacher

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’ 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’ 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.

scholarly journals Intensive ESL Programmes in Quebec Primary Schools

1989 ◽  
Vol 7 (1) ◽  
pp. 11 ◽  
Author(s):  
Nina Spada ◽  
Patsy M. Lightbown
Keyword(s):  
Language Development ◽  
Grade Level ◽  
Primary Schools ◽  
Classroom Interaction ◽  
Interaction Patterns ◽  
Oral Fluency ◽  
Second Language Development ◽  
Positive Attitudes ◽  
Comparison Groups ◽  
Attitudes Toward English

This paper is a report on a study designed to investigate the second language development of francophone children in experimental intensive ESL programmes in Quebec primary schools. Classroom interaction patterns and learners' contact with and attitudes toward English were also investigated. Learners in the intensive programmes were compared with learners in regular ESL programmes at the same grade level, as well as with learners who had received a comparable number of hours of instruction spread over a longer period of time. The results indicated that the intensive programme learners outperformed both comparison groups on tests of listening and reading comprehension and in oral fluency. In addition, although both regular and intensive programme learners were found to have very little contact with English prior to instruction, the intensive programme learners indicated somewhat greater contact after instruction. They also held more positive attitudes toward English than did the regular programme learners.

Water Mapping and Scoring approaches to predict the role of Hydration sites in Binding Affinity of PAK1 inhibitors

2021 ◽  
Vol 24 ◽  
Author(s):  
Jayashree Biswal ◽  
Prajisha Jayaprakash ◽  
Suresh Kumar Rayala ◽  
Ganesh Venkatraman ◽  
Raghu Rangasamy ◽  
...  
Keyword(s):  
Molecular Dynamics ◽  
Computational Model ◽  
Active Compound ◽  
Scoring Function ◽  
Binding Mode ◽  
Interaction Pattern ◽  
Dynamics Simulation ◽  
Interaction Patterns ◽  
Highly Active ◽  
Group I

Aim: This study aims to develop and establish a computational model that can identify potent molecules for p21-activating kinase 1 (PAK1). Background: PAK1 is a well-established drug target that has been explored for various therapeutic interventions. Control of this protein requires an indispensable inhibitor to curb the structural changes and subsequent activation of signalling effectors responsible for the progression of diseases, such as cancer, inflammatory, viral, and neurological disorders. Objective: To establish a computational model that could identify active molecules which will further provide a platform for developing potential PAK1 inhibitors. Method: A congeneric series of 27 compounds was considered for this study with Ki (nm) covering a minimum of 3 log range. The compounds were developed based on a previously reported Group-I PAK inhibitor, namely G-5555. The 27 compounds were subjected to the SP and XP mode of docking, to understand the binding mode, its conformation and interaction patterns. To understand the relevance of biological activity from computational approaches, the compounds were scored against generated water maps to obtain WM/MM ΔG binding energy. Moreover, molecular dynamics analysis was performed for the highly active compound, to understand the conformational variability and complex’s stability. We then evaluate the predictable binding pose obtained from the docking studies. Result: From the SP and XP modes of docking, the common interaction pattern with the amino acid residues Arg299 (cation-π), Glu345 (Aromatic hydrogen bond), hinge region Leu347, salt bridges Asp393 and Asp407 was observed, among the congeneric compounds. The interaction pattern was compared with the co-crystal inhibitor FRAX597 of the PAK1 crystal structure (PDB id: 4EQC). The correlation with different docking parameters in the SP and XP modes was insignificant and thereby revealed that the SP and XP’s scoring functions could not predict the active compounds. This was due to the limitations in the docking methodology that neglected the receptor flexibility and desolvation parameters. Hence, to recognise the desolvation and explicit solvent effects, as well as to study the Structure-Activity Relationships (SARs) extensively, WaterMap (WM) calculations were performed on the congeneric compounds. Based on displaceable unfavourable hydration sites (HS) and their associated thermodynamic properties, the WM calculations facilitated to understand the significance of correlation in the folds of activity of highly (19 and 17), moderate (16 and 21) and less active (26 and 25) compounds. Furthermore, the scoring function from WaterMap, namely WM/MM, led to a significant R2 value of 0.72, due to a coupled conjunction with MM treatment and displaced unfavourable waters at the binding site. To check the “optimal binding conformation”, molecular dynamics simulation was carried out with the highly active compound 19 to explain the binding mode, stability, interactions, solvent accessible area, etc., which could support the predicted conformation with bioactive conformation. Conclusion: This study determined the best scoring function, established SARs and predicted active molecules through a computational model. This will contribute towards development of the most potent PAK1 inhibitors.

scholarly journals A Case Study of Interactive Teaching in a Listening Session at a Language Institute

2019 ◽  
Vol 2 (1) ◽  
pp. 89-98
Author(s):  
Hilma Safitri
Keyword(s):  
Data Collection ◽  
Qualitative Study ◽  
Group Work ◽  
Classroom Interaction ◽  
Interaction Patterns ◽  
Listening Skills ◽  
Interactive Teaching ◽  
Pair Group ◽  
A Chain

Improving listening skills is one of urgent problems in education. Insufficiency of students’ linguistics and non-linguistics knowledge or background knowledge to comprehend ideas during listening could be solved by providing them with interactive tasks since to learn to listen is to learn to respond and to continue a chain of listening and responding. This study aims to uncover interactive teaching in a listening session at LBPP-LIA Kalimalang Jakarta. The subjects of the study were the students of Intermediate 3 together with their teacher. The object of the study were the aspects covered by classroom interaction: student-student and student-teacher interactions. Data collection consisted of audio-recording of the spoken exchange and note taking of all observed activities during the listening session.  As a qualitative study, the findings were described in terms of words. The result showed the teacher seemed to be aware that interactive tasks in pair/group work would benefit the students. The interaction patterns taken place among participants involved in a discussion reflected an interactive teaching. However, the teacher should have developed his roles. He needed to vary his techniques in maintaining the interaction, therefore, the students were motivated to volunteer information, comment, or questions.

K12 teacher-student interaction patterns in the smart classrooms

2021 ◽  
Vol 29 (3) ◽  
pp. 267
Author(s):  
Zehui Zhan ◽  
Qianyi Wu ◽  
Wenchang He ◽  
Shuyue Cheng ◽  
Jinyao Lu ◽  
...  
Keyword(s):  
Student Interaction ◽  
Interaction Patterns ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Smart Classrooms

The binding of an auditory target location to a judgement: A two-component switching approach

2019 ◽  
Vol 72 (8) ◽  
pp. 2056-2067 ◽  
Author(s):  
Julia C Seibold ◽  
Sophie Nolden ◽  
Josefa Oberem ◽  
Janina Fels ◽  
Iring Koch
Keyword(s):  
Selection Criteria ◽  
Target Location ◽  
Interaction Pattern ◽  
Auditory Target ◽  
Interaction Patterns ◽  
Preparation Time ◽  
Switch Costs ◽  
Two Component ◽  
Attention Selection ◽  
Low Costs

In a two-component switching paradigm, in which participants switched between two auditory attention selection criteria (attention component: left vs. right ear) and two judgements (judgement component: number vs. letter judgement), we found high judgement switch costs in attention criterion repetitions, but low costs in attention criterion switches. This finding showed an interaction of components. Previous two-component switching studies observed differently emphasised interaction patterns. In the present study, we explored whether the strength of the interaction pattern reflects the strength of the binding of target location and judgement. Specifically, we investigated whether exogenous target location cueing led to weaker binding than endogenous cueing, and whether preparation for ear selection could influence the binding. Attention switches with auditory exogenous target location cues did not affect the component interaction pattern, whereas a prolonged preparation interval led to a more emphasised pattern. Binding between target location and judgement may therefore be rather automatic and may not necessarily require concurrent component processing. Sufficient time for target location switches with long preparation time may activate the previous trial’s episode or facilitate switches of the subsequent judgement.

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