The Impact of Modality on Teacher-Student Interaction: Applying Efficacy and Competence to Email and Face-to-Face Communication

2014 ◽  
Vol 21 (1) ◽  
pp. 7-25
Author(s):  
Kimberly A. Parker ◽  
Bobi Ivanov
Keyword(s):  
Student Interaction ◽  
Face To Face ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Impact

scholarly journals Exploring the Influence of Teacher-Student Interaction on University Students’ Self-Efficacy in the Flipped Classroom

2021 ◽  
Vol 10 (2) ◽  
pp. 84
Author(s):  
Lin Li ◽  
Shanshan Yang
Keyword(s):  
Undergraduate Students ◽  
Self Efficacy ◽  
Flipped Classroom ◽  
Positive Impact ◽  
Teaching Quality ◽  
Student Interaction ◽  
Student Centered Learning ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Impact

The purpose of this study is to explore the impact of teacher-student interaction on undergraduate students’ self-efficacy in a Chinese university setting. Students came from natural science, management, economics, medicine, engineering and humanities. The empirical results demonstrate that teacher-student interaction has positive impact on students’ self-efficacy and their preference of the flipped classroom. Furthermore, the positive relationship between teacher-student interaction and students’ self-efficacy is partially mediated by students’ preference of the flipped classroom. Educators should focus on student-centered learning and motivate students’ preference of the flipped classroom. Students should be encouraged to actively participate in the flipped learning as well. It contributes to the reform of the flipped classroom and improvement of teaching quality in the universities.

scholarly journals Technology as an Educational Equalizer for EFL Learning in Rural China? Evidence from the Impact of Technology-Assisted Practices on Teacher-Student Interaction in Primary Classrooms

2018 ◽  
Vol 20 (3) ◽  
pp. 159-184 ◽  
Author(s):  
Guofang Li ◽  
Youngeun Jee ◽  
Zhuo Sun
Keyword(s):  
Language Production ◽  
Rural China ◽  
Student Interaction ◽  
Rural Students ◽  
Target Language ◽  
Conversational Analysis ◽  
Primary Classrooms ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
The Impact

Based on a conversational analysis (CA) of eight videoed EFL lessons from technology-enhanced primary classrooms in a rural suburb of a major city in China, this study examines the nature of technology-assisted practices and their influence on teacher-student interaction in the target language. The analysis revealed that the technology-assisted practices mainly served as an alternative presentation tool to meet a range of traditional pedagogical goals and facilitated minimal spontaneous language use among the students. The findings call for research to explore better pedagogical use of technology to promote students’ active language production to truly achieve educational equalization for rural students.

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.

Teacher-student interaction and management practices in Pakistani English language classrooms

2019 ◽  
Vol 7 (3) ◽  
pp. 115-134
Author(s):  
Muhammad Ahmad ◽  
Aleem Shakir ◽  
Ali Raza Siddique
Keyword(s):  
Classroom Management ◽  
English Language ◽  
Management Practices ◽  
Wait Time ◽  
Student Interaction ◽  
Teacher Talk ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms

Abstract This study aimed to investigate the amount and type of teacher-talk, frequently asked questions and feedback provided by the teacher on learners’ performance in a language classroom. For this purpose, a lecture was recorded from a secondary level English language classroom of a public sector school and interpreted in the light of teacher-student interaction and classroom management model by David Nunan. Results revealed that the maximum amount of time (i.e. 80.1%) was consumed by the teacher which was appropriate. However, certain deviations from classroom management principles were also observed regarding frequently asked questions (i.e. 50% of the total questions were elicitation questions) and the feedback (it was ‘romantic’ in nature). Moreover, wait-time was sufficient but it was of no use to the learners. The study concluded that classroom practices did not conform to the principles therefore, it proposed to ask questions and provide feedback appropriately.

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