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.

10. TEACHER-STUDENT INTERACTION AND LANGUAGE LEARNING

2002 ◽  
Vol 22 ◽  
pp. 186-203 ◽  
Author(s):  
Joan Kelly Hall ◽  
Meghan Walsh
Keyword(s):  
Language Learning ◽  
Foreign Language Learning ◽  
Student Interaction ◽  
Target Language ◽  
Sociocultural Perspective ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Language Classrooms ◽  
Recent Developments

This chapter reviews literature on recent developments in teacher-student interaction and language learning. Based on a sociocultural perspective of language and learning, the studies are drawn from three types of classrooms: first language classrooms; second language classrooms, which include contexts in which the language being learned in the classroom is also the language of the community; and foreign language classrooms. Foreign language learning contexts are those in which exposure to and opportunities for target language interaction are restricted for the most part to the language classroom. Across these three areas, attention is given to studies that investigate the specific means used in teacher-student interaction to promote language learning.

scholarly journals CLT Classrooms: Teachers' Role & A Bangladesh Perspective

IIUC Studies ◽  
2012 ◽  
Vol 7 ◽  
pp. 131-146
Author(s):  
Sawsan Tarannum
Keyword(s):  
English Language ◽  
Classroom Teacher ◽  
Student Interaction ◽  
Teacher Talk ◽  
English Learning ◽  
Crucial Importance ◽  
Organization And Management ◽  
Teacher Student ◽  
Language Classroom

This paper is designed to look at the role of teacher talk and teacher-student interaction in the management of communicative English learning. In particular, the focus is given on the activities of the teachers in a communicative English language classroom. For the organization of the classroom, teacher talk is of crucial importance. The language which teachers use is important for the organization and management of a communicative English language classroom, because it is the medium through which teachers either succeed or fail to implement their teaching plans. In this paper I have tried to discuss the role of a teacher in a communicative way. Teachers have to play different roles in CLT classrooms; therefore I will focus on their functions in general and their problems in the context of Bangladesh in particular. DOI: http://dx.doi.org/10.3329/iiucs.v7i0.12265 IIUC Studies Vol.7 2011: 131-146

scholarly journals Making Teacher-Student Interaction Humorous Through Xiangsheng Techniques in the Chinese EFL Classroom

2021 ◽  
Vol 9 (1) ◽  
pp. 126
Author(s):  
Hongji Jiang ◽  
Lai Mei Leong
Keyword(s):  
Student Interaction ◽  
Teacher Student ◽  
Language Classroom ◽  
Teacher Student Interaction ◽  
Teachers And Students ◽  
Language Classrooms

This paper aims to propose the use of Xiangsheng techniques in the Chinese EFL classroom. Many previous studies have discussed the perceptions and benefits of the use of humor in the language classroom, but there are rarely any discussions on how to initiate humor. This article summarizes 10 Xiangsheng techniques, which meant to engage teachers and students in interactions which are both interesting and humorous. It is hoped that these Xiangsheng techniques will be able to provide insights into the use of humor for those teachers who wish to use it in their language classrooms.

Interaction as method and result of language learning

2009 ◽  
Vol 43 (2) ◽  
pp. 202-215 ◽  
Author(s):  
Joan Kelly Hall
Keyword(s):  
Language Learning ◽  
Theoretical Framework ◽  
Student Interaction ◽  
Target Language ◽  
Future Research ◽  
Teacher Student ◽  
Language Knowledge ◽  
Teacher Student Interaction ◽  
Language Classrooms

The premise of this paper is that the interactional practices constituting teacher–student interaction and language learning are interdependent in that the substance of learners' language knowledge is inextricably tied to their extended involvement in the regularly occurring interactional practices constituting their specific contexts of learning. After laying out the central components of a theoretical framework for understanding the interdependent nature of interaction and learning, I provide an overview of the Initiation–Respond–Feedback organization (IRF), a ubiquitous classroom interactional practice, and then examine two instances of the IRF taken from two language classrooms. I pay particular attention to actions in the IRF that give shape to learners' developing understandings of, and skills for, using the target language. After briefly discussing the likely consequences of extended participation in the IRF in terms of L2 outcomes, I suggest directions for future research.

scholarly journals Konstruksi Alat Ukur Interaksi Guru-Siswa di Sekolah Dasar Inklusif

INKLUSI ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Farida Kurniawati
Keyword(s):  
Classroom Management ◽  
Emotional Support ◽  
Primary Schools ◽  
Group Discussion ◽  
Student Interaction ◽  
Item Pool ◽  
Literature Study ◽  
Validity Testing ◽  
Teacher Student ◽  
Teacher Student Interaction

Teacher effectiveness is reflected, among other things, on how they interact with students. This study was aimed at developing a reliable and valid teacher-student interaction scale to be used in inclusive primary schools. Collection of items (item pool) was conducted through literature study and focus group discussion, followed by content validity analysis. Factorial validity and internal consistency were examined by administering the scale to 101 teachers working in various inclusive primary schools in Jakarta. Factor analysis yielded three domains on teacher-student interaction with α = 0. 93. The three domains were emotional support (p = 0.11, RMSEA = 0.05, GFI = 0.91), classroom management (p = 0.13, RMSEA = 0.05, GFI = 0.90), and instructional support (p = 0.05, RMSEA = 0.06, GFI = 0.90). Convergence validity testing is recommended in subsequent research. Increased external validity can be achieved by involving teachers with a variety of demographic factors.[Efektivitas guru dalam mengajar tercermin antara lain dalam bagaimana guru berinteraksi dengan siswa. Studi ini bertujuan untuk menyusun alat ukur interaksi guru–siswa yang reliabel dan valid untuk digunakan dalam konteks pendidikan inklusif di tingkat sekolah dasar. Pengumpulan aitem (item pool) dilakukan berdasarkan studi literatur dan diskusi kelompok terfokus, lalu dilakukan pengujian validasi konten. Validitas faktorial dan konsistensi internal dilakukan dengan melibatkan 101 guru yang mengajar di berbagai sekolah dasar inklusif di Jakarta. Analisa faktor menghasilkan tiga ranah (domain) interaksi guru-siswa dengan α = 0. 93. Ketiga ranah tersebut adalah dukungan emosional (p = 0.11, RMSEA = 0.05, GFI = 0.91), manajemen kelas (p = 0.13, RMSEA = 0.05, GFI = 0.90), dan dukungan instruksional (p = 0.05, RMSEA = 0.06, GFI = 0.90). Pengujian validitas konvergen direkomendasikan dalam penelitian selanjutnya. Peningkatan validitas eksternal dapat dilakukan dengan melibatkan guru dengan beragam faktor demografis.]

scholarly journals Which Teacher-Student Interaction Triggers Students’ Uptake

Humaniora ◽  
2015 ◽  
Vol 6 (3) ◽  
pp. 348
Author(s):  
Clara Herlina Karjo
Keyword(s):  
Classroom Management ◽  
Student Interaction ◽  
Focus On Form ◽  
Dominant Type ◽  
Teacher Student ◽  
Metalinguistic Feedback ◽  
Different Types ◽  
Teacher Student Interaction ◽  
University Level

The pattern of interaction between the teacher and the students will determine the students’ uptake (i.e. the students’ incorporating correction into an utterance of their own). This paper examines the type of teacher-student interaction which will likely trigger the students’ uptake. The data was taken from the recordings of 10 non-native English lessons at university level and different types of subjects (literature, grammar, discourse, semantics, and classroom management). 500 minutes of lessons were transcribed and 50 focus on form episodes were chosen to be analyzed. The study revealed that the dominant type of interaction was reactive focus on form which was followed by metalinguistic feedback. 

scholarly journals Smart classroom environments affect teacher-student interaction: Evidence from a behavioural sequence analysis

2021 ◽  
Vol 37 (2) ◽  
pp. 96-109
Author(s):  
Zehui Zhan ◽  
Qianyi Wu ◽  
Zhihua Lin ◽  
Jiayi Cai
Keyword(s):  
Sequential Analysis ◽  
Behavior Pattern ◽  
Student Interaction ◽  
Teacher Talk ◽  
Control Group ◽  
Student Talk ◽  
Teacher Student ◽  
Teacher Student Interaction ◽  
Group A ◽  
Set Up

This study investigated the effect of classroom settings on teacher-student interaction in higher education by comparing the behavioural sequences in smart classrooms (SCs) and traditional multimedia classrooms (TMCs). Twenty in-classroom teaching sessions were randomly selected from six universities in South China, involving 1,043 students and 23 teachers. Half of the sessions were taken in SCs as the experimental group, and half were in TMCs as the control group. A teacher-student interaction behaviour coding schema was developed, and a total of 17,805 observable behaviours were collected and coded sequentially via a review of classroom videos. Then, the behavior pattern diagram was set up to visualise a lag sequential analysis results by four themes, namely teacher-talk, teacher-action, student-talk and student-action. Results show that compared to TMCs, the SCs triggered significantly more self-initiated student actions and student-driven teacher talk, while teacher-initiated talk decreased significantly, indicating that students’ autonomy was strengthened in the SC. Furthermore, teachers’ workload was somewhat reduced, and they obtained more support with trying new pedagogies with mobile terminals in the data-rich environment. These findings provide evidence to validate the effect of SCs on increasing teacher-student interaction and strengthening the students’ dominant position.

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