scholarly journals EFL teachers’ perception towards online classroom interaction during covid-19 pandemic

2021 ◽  
Vol 12 (2) ◽  
pp. 68-79
Author(s):  
Putri Candra Kusuma ◽  
Muhammad Reza Pahlevi ◽  
Hilmansyah Saefullah
Keyword(s):  
Research Result ◽  
Classroom Interaction ◽  
Online Classroom ◽  
Exploratory Talk ◽  
Descriptive Case Study ◽  
Face To Face ◽  
Teacher Student ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Asking Questions

The spread of Covid-19 is affecting education systems around the world and transform the learning from face-to-face to online learning. Interaction is important pattern to share knowledge between teachers and students. Previous research has said that interaction could also encourage students to master the subject matter. This study aims to describe the EFL teachers’ perception towards classroom interaction during Covid-19 pandemic especially on how the interaction between teacher-student, student-teacher, and student-student synchronously which is assisted by Google Meet. The research method used in this study is descriptive case study and taking data by conducting observation, interview, and documentation. Based on research result, teacher perceive online classroom interaction in balance emotion, exploratory talk tends to be implemented in online classroom interactions, Indirect talk of asking questions is the dominant online classroom interaction.

scholarly journals TEACHER – STUDENT COMMUNICATION FROM PARENTS’ PERSPECTIVE DURING ONLINE TEACHING IN THE TIME OF CORONA CRISIS

2021 ◽  
Vol 5 ◽  
pp. 158-169
Author(s):  
Andrej Maras
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Communication Technologies ◽  
Structured Interview ◽  
Online Forums ◽  
School Students ◽  
Face To Face ◽  
Teacher Student ◽  
Teachers And Students ◽  
Information And Communication

COVID-19 virus, still relatively unknown to the general public, has taken over the world. The period of the coronavirus epidemic has affected all segments of life, including the education system. The traditional way of teaching (face to face) has been replaced by online teaching and a virtual environment through the mediation of information and communication technologies. The aim of this research is to gain insight into parents ’perceptions of teacher-student communication during online teaching in the time of corona crisis. Fifteen parents of lower primary school students participated in the research. A semi-structured interview was used for data collection purposes. Participants’ statements indicate that during online teaching students most often communicated with their teachers via e-mail, WhatsApp, Zoom, Google Classroom, and Teams. As one of the biggest advantages of communication during online teaching, participants stated the improvement of their children's digital competencies and introduction to various communication tools, while they said that the biggest disadvantage were technical difficulties. In order to improve communication between teachers and students during online classes, participants suggested that teachers use videoconferencing more often in their teaching and organize various discussions in virtual classrooms and online forums.

scholarly journals Modeling Online Classroom Interaction to Support Student Language Learning

2020 ◽  
Vol 8 (2) ◽  
pp. 446-457
Author(s):  
Sulistyani Sulistyani ◽  
Rika Riwayatiningsih
Keyword(s):  
Language Learning ◽  
Student Learning ◽  
Classroom Interaction ◽  
Learning Context ◽  
Learning Condition ◽  
Online Classroom ◽  
Teacher Student ◽  
Analysis Technique ◽  
Teacher Students ◽  
Published Research

For many years, teacher-student interaction has been indicated to considerably affect student learning. In recent years, research concentration has moved from attempting to evaluate the potent ways of classroom interaction for student learning and how it can be developed. Due to the intricacy of the classroom interaction procedure, the answer to this question is profoundly contingent upon some reasons, such as the learning condition. The aim of this project is to study the classroom interaction process in an online learning context in which English is learned as a foreign language.  This is review research employing content analysis technique we intend to examine the published research articles to find out the teachers’ strategies/tools and the contribution of the strategies to students’ language learning in online classroom interaction. This can build up an understanding of the most effective techniques to develop the students’ involvement with the learning process.  The result of the analysis is that most teachers use synchronous and asynchronous online classroom interaction and blended learning in which teacher-students, student-student, student-teacher, and student-learning sources are met through discussion. This strategy is mostly preferred by teachers to give students a chance to get involved in communication, collaboration, interaction, and participation. This strategy is believed to be able to engage students in developing language learning opportunities; therefore, this can be a good model for better classroom practices. 

Speech Acts of Classroom Interaction

2018 ◽  
Vol 4 (2) ◽  
pp. 24
Author(s):  
Ahmad Syaifudin Azhari ◽  
Priono ◽  
Nuriadi
Keyword(s):  
Speech Acts ◽  
Classroom Interaction ◽  
Male Students ◽  
Pragmatic Competence ◽  
Student Interactions ◽  
Dominant Type ◽  
Efl Context ◽  
Teacher Student ◽  
Illocutionary Act ◽  
Teachers And Students

Speech acts of classroom interaction have been an interesting topic both in ESL and EFL context. Little research, however, has been held in analyzing speech acts of classroom interaction and its relation to strategies used in EFL context. This paper aims at investigating the types and frequency of speech acts performed in terms of teacher-student interactions. It also focuses on analyzing strategies used by teachers and students in performing the illocutionary act of imperatives. Qualitative method is used by means of mixed pragmatic-discourse approach. The data were collected through observation and recording. Three English teachers and 30 male students grade IX of MTs NW Putra Nurul Haramain are participants for gathering the data. The study reveals that four types of speech acts performed are imperatives, assertive, expressions, and commissives. Of those speech acts performed, the very dominant type of speech acts performed, about 120 acts or 43% is imperatives.  Assertions about 117 acts or 42% are dominant acts.  Expressions about 34 acts or 12% area less dominant category and Commissives about 7 or 2,5% are not dominant. In relation to strategies used in realization of imperatives, the study recognizes that requests as strategies used in realization of request are (a) formal completeness (propositional completeness and modification), (b) level of directness (mood derivable, performative, hedged performative, locution derivable, and conventionally indirect), (c) point of views, (d) context, and (e) mood. The study reveals that imperatives as the most type of illocutionary act performed in classroom interaction. Furthermore, it also indicates the lack of students’ pragmatic competence in performing such an act. For that reason, teachers need to expose the learners with communication strategies in order to speak accurately and appropriately in different context. It needs a further study about pragmatic competence needed in EFL context and material designs for teaching such competences.

scholarly journals Question -Response in Online Synchronous Videoconferencing Class

2021 ◽  
Vol 13 (6) ◽  
pp. 1
Author(s):  
Obaida Chaqmaqchee ◽  
Shamala Paramasivam
Keyword(s):  
Online Teaching ◽  
Classroom Interaction ◽  
Successful Implementation ◽  
Cognitive Level ◽  
Online Classroom ◽  
Face To Face ◽  
Effective Factor ◽  
Language Classroom ◽  
Recent Developments ◽  
Teaching Learning

With recent developments in technology and its massive impact on the education field, videoconferencing has emerged as an effective teaching learning tool in the language classroom. It is mainly a means of communication to overcome the impediments of geographical distance and separation. However, despite the successful implementation of this technology, it has been stated that using videoconferencing for online teaching is problematic. Videoconferencing impedes instructor-learner interaction and is unable to replace the traditional face-to-face classroom. To understand online interaction from a sociocultural standpoint, this study examined the characteristics of instructor questions in terms of cognitive level so as to investigate if instructor question can function as a stimulus for interaction in the online classroom. The results show that cognitive level of instructor question can function as an effective factor to promote online classroom interaction. Conclusions and implications are drawn at the end of this paper to help understand interaction in online learning.

ELF interactions in English-medium engineering classrooms

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 418-427
Author(s):  
Kari Sahan
Keyword(s):  
Language Use ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Observation Data ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Communicative Strategy

Abstract At many universities, English serves as a lingua franca (ELF) between teachers and students for whom English is not their L1. Despite the spread of English-medium instruction (EMI), empirical research on the nature of teacher–student interactions in EMI classrooms remains limited. This study examines the use of ELF in EMI engineering classes at a university in Turkey to explore how teachers and students use code-switching as a communicative strategy in classroom interactions. Data were collected and analysed using a qualitative approach. Nearly 14 hours of classroom observation data were collected from three lecturers and analysed according to patterns of classroom interaction and language use. The findings suggest that teachers and students prioritize communicative efficiency over an adherence to monolingual, NS norms in classroom interactions. Pedagogical implications are discussed for ELT specialists tasked with preparing students for academic study in English and supporting content lecturers in EMI settings.

scholarly journals Gendered Patterns in Teacher-Student Interaction in EFL Classroom: The Greek Context

2017 ◽  
Vol 3 (3) ◽  
pp. 89-98
Author(s):  
Stella Minasyan
Keyword(s):  
Classroom Interaction ◽  
Systematic Investigation ◽  
Student Interaction ◽  
Male Students ◽  
Class Participation ◽  
Teacher Student ◽  
Teacher Attention ◽  
Teachers And Students ◽  
Gendered Patterns ◽  
And Gender

The present research endeavours to shed light on the role that gender plays in the language classroom in the Greek context. As no systematic investigation has considered special aspects of gender and interaction in primary school classrooms, this study seeks to investigate how teachers and students position themselves within different discourses in EFL classroom interaction. The issues discussed include turn-taking and interruptions, praise and reprimand, class dominance, teacher attention and class participation in classroom interaction. Drawing on language and gender research, it was hypothesized that gender of the learner affects the learner’s language use and behaviour during EFL interaction. This study advances our understanding of gendered classroom interaction and highlights important ways in which students’ gender influences teacher-student, as well as student-student interaction. Moreover, this study sheds light on gender bias which occurs in the classroom and thus impedes teachers’ abilities to work successfully with all students. The Greek data revealed great similarity with findings of previous studies by supporting the assumption that: (a) teachers are biased in favour of boys, especially with respect to giving them more attention; (b) male students demand more teacher attention and more instructions from the teacher than their female peers; (c) female students are more likely to receive praise and positive comments, whereas male students are reprimanded by the teacher; (d) male students are more active in class participation, by taking more turns, volunteering and calling out.

scholarly journals Research on Sentiment Analysis and Satisfaction Evaluation of Online Teaching in Universities During Epidemic Prevention

2021 ◽  
Vol 12 ◽  
Author(s):  
Jing Zhang
Keyword(s):  
Sentiment Analysis ◽  
Online Teaching ◽  
Face To Face ◽  
Teacher Student ◽  
Teaching Interaction ◽  
Teacher Student Relationship ◽  
Teachers And Students ◽  
Satisfaction Evaluation ◽  
Student Relationship

Sentiment analysis of online and offline integrated teaching in universities is being paid more and more attention. Many universities have carried out online teaching activities. However, due to the lack of face-to-face teaching, the lack of emotional communication is the key problem affecting the quality of online teaching. We analyze the relations from the perspectives of the change of teaching mode, the reconstruction of teacher-student relationship, and the transmission of emotional attitude of teachers and students in this paper. Then based on the Bayesian network (BN) theory, the satisfaction of online teaching can be evaluated from the aspects of emotion analysis, learning investment, and teaching interaction. Further, some suggestions are put forward to improve the satisfaction of online teaching.

scholarly journals TEACHING ONLINE IN PANDEMIC TIME:THE EXPERIENCE OF INDONESIAN EFL TEACHERS

2021 ◽  
Vol 7 (1) ◽  
pp. 117
Author(s):  
Aji Budi Rinekso ◽  
Ahmad Bukhori Muslim ◽  
Okta Lesagia
Keyword(s):  
Online Learning ◽  
Rural And Remote ◽  
Online Questionnaire ◽  
Secondary English ◽  
Teaching Online ◽  
Face To Face ◽  
Efl Context ◽  
Learning Challenges ◽  
Efl Teachers ◽  
Teachers And Students

Myriad studies reported abrupt transition of face-to-face classrooms to online learning due to pandemic and the results were various, contextually-bounded from country to another. Yet, studies exploring the aforementioned issue in Indonesian EFL context are still scarce. This study explores issues and challenges experienced by Indonesian EFL teachers in conducting English online learning during the pandemic within qualitative approach. Twenty-five secondary English teachers from urban, suburban, rural and remote area participated in this study. Subsequently, online questionnaire and semi-structured virtual interviews were employed to collect data. Then, the data were analyzed descriptively and thematically. The results showed that the participants had positive responses to online learning to maintain learning processes in pandemic time. In terms of teaching language skills, the participants argued that speaking is the most challenging to teach online. Moreover, the study identified three types of online learning challenges related to technical aspects, teachers and students. Pedagogically, this study implied that pandemic time has given teachers disguised blessings as they had an opportunity to upgrade their information technology skills and literacies.

scholarly journals EFL University Students Challenges in the Process of Online Learning of Foreign Languages in Ukraine

2021 ◽  
Author(s):  
Zaytseva Iryna Volodymyrivna ◽  
Vysotchenko Svitlana Vasylivna ◽  
Liahina Iryna Anatoliivna ◽  
Malynovska Iryna Anatoliivna
Keyword(s):  
Online Learning ◽  
Foreign Language ◽  
English Language ◽  
Classroom Interaction ◽  
Self Esteem ◽  
Foreign Languages ◽  
Face To Face ◽  
Efl Teachers ◽  
National University ◽  
Efl Students

The sudden shift of English language teaching from face-to-face classroom interaction to online learning has resulted in many challenges for EFL students in Ukraine. The aim of the study is to analyze the challenges EFL students at Ukrainian higher educational institutions face under the Covid-19 pandemic and quarantine measures. Mastering a foreign language requires the development of foreign language skills, motivation, self-esteem, emotional stability, and psychological involvement of students in the learning process. There was the survey for English language learners at Ukrainian Universities: Kyiv National University of Trade and Economics Borys Grinchenko Kyiv University, Kyiv National Linguistic University, Taras Shevchenko Chernihiv National University “Chernihiv Collegium.” The study analyzes the responses of 357 students. The researchers surveyed in 2020. The results of the study show that students have psychological challenges in the process of learning foreign languages. They are caused by low self-esteem, demotivation, frustration, fear of failure, the impact of quarantine measures and conditions: lack of face-to-face interaction, pandemic-related stress, anxiety, depression, etc. The author uses the methods of theoretical analysis, synthesis, comparison, classification, and systematization of theoretical and experimental data. The results of this study provide recommendations for EFL teachers to enhance the efficiency of online teaching and learning activities. The study presents some recommendations for EFL teachers to guide their students through online learning.

scholarly journals Code-switching in Iranian Elementary EFL Classrooms: An Exploratory Investigation

2011 ◽  
Vol 4 (1) ◽  
pp. 18 ◽  
Author(s):  
Ehsan Rezvani ◽  
Abbass Rasekh
Keyword(s):  
Foreign Language ◽  
Classroom Interaction ◽  
Systematic Investigation ◽  
Code Switching ◽  
Small Scale ◽  
Teacher Student ◽  
Exploratory Investigation ◽  
Efl Teachers ◽  
Language Classrooms ◽  
Efl Classrooms

This paper presents the results of a small-scale exploratory investigation of code-switching (CS) between English and Farsi by 4 Iranian English foreign language (EFL) teachers in elementary level EFL classrooms in a language school in Isfahan, Iran. Specifically, the present study aimed at exploring the syntactical identification of switches and the functions that the switches served. The data consist of field notes and scripts of audio-recordings of the teachers’ talk collected during classroom observations. The findings suggest that CS is a frequently applied strategy and a valuable resource for bilingual teachers in foreign language classrooms, and its judicious and skillful use can boost the quality of teaching. Moreover, it was found that EFL teachers in this study tended to use the learners’ L1 (i.e., Farsi) to serve a number of pedagogic and social functions, which contributed to better teacher-student classroom interaction. Implications may be drawn for language teacher education programs and for further research on systematic investigation into actual classroom practices.

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