scholarly journals An Analysis of Iraqi EFL Fifth Preparatory Pupils Feedback Discourse Interaction

2020 ◽  
Vol 2 (39) ◽  
pp. 635-644
Author(s):  
Muna Mohammed Abbas Alkhateeb ◽  
Sebe Zeid Jawad Hassan Watoot ◽  
Abd Ali Nayif Hasan
Keyword(s):  
Language Learning ◽  
Student Teacher ◽  
Learning Process ◽  
Classroom Interaction ◽  
Active Role ◽  
Student Interaction ◽  
Teacher Interaction ◽  
Teacher Language ◽  
Teaching Learning

Student-teacher language interaction is given a great environment through classrooms.  Previously students had no role in the teaching-learning process, while teachers were the corner stone of the class. Nowadays studies show that students control classes verbally where they lead the talk more than teachers. Student-teacher interaction is expected to be encouraged by teachers, providing not only student-teacher interaction but also student-student interaction in the form of groups or pairs or through assignments or presentations. There has been a great shift in the concept of the process of classroom and interaction. More emphasis is given to language learning as a result of classroom interaction. Changing from silent recipients to active participants in the learning process, learners play an active role in the whole classroom process and subsidize greatly to the language learning process. The study aims at interpreting the learners' interact. This study is limited to the analysis of Iraqi EFL fifth preparatory students when interacting inside their classes. The data chosen to analyze is the transcribed interaction inside the class. It is concluded that pronouns are used by the participants for the purpose of defining roles and providing overt directions. This is made more specific through the use of modals of necessity. Direct imperatives are also used by all the participants but in different degrees. 

THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS

2018 ◽  
Vol 2 (2) ◽  
pp. 184-198
Author(s):  
Ida Yulianawati
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Interaction Analysis ◽  
Participant Observation ◽  
Video Recording ◽  
Classroom Interaction ◽  
Verbal Interactions ◽  
Qualitative Interaction ◽  
Classroom Language ◽  
Teaching Learning

The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.  

scholarly journals CORRECTIVE FEEDBACK AND CLASSROOM INTERACTION AT SMA 1 PAYAKUMBUH SUMATERA BARAT

Ta dib ◽  
2018 ◽  
Vol 21 (1) ◽  
pp. 9
Author(s):  
Sahyoni Sahyoni
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Classroom Interaction ◽  
Corrective Feedback ◽  
Qualitative Approach ◽  
English Teacher ◽  
Classroom Activity ◽  
Teaching Learning ◽  
Clarification Request

The main focus of this research is to investigate corrective feedback made by the English teacher during classroom interaction. The study was qualitative research. The data in this study were the utterances that spoken by teacher and student during the classroom activity. The data were collected through a record where the writer himself recorded the utterances during teaching learning process a ninety-minute in duration. In this study, the teacher is an English teacher who teaches at grade XI SMA Payakumbuh. The data were analyzed by qualitative approach, writer explained corrective feedback types that happened in classroom interaction. There are six types of corrective feedback occurred in the classroom interaction at SMA 1 Payakumbuh namely: recast, repetition, clarification request, explicit correction, elicitation, and paralinguistic correction. Recast, clarification request and elicitation are the most corrective feedback applied by teacher in the classroom interaction. 

scholarly journals Students’ Perceptions towards Using Mobile Application in Learning Speaking

2019 ◽  
Vol 2 (4) ◽  
pp. 499-514
Author(s):  
Desika Rinanda ◽  
Suparno Suparno ◽  
Sri Samiati Tarjana
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Learning Experience ◽  
School Students ◽  
Central Java ◽  
Innovative Learning ◽  
Teaching Learning

The dramatic advancement technologies, particularly mobile applications, have influenced the education sector. The integration of mobile applications in education to change the teaching-learning process has taken place and led to innovative learning, including English language learning. Hence, this study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study as the research method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. They were purposively selected because they had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information.  The research findings showed positive perception from the students toward the use of Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application.

scholarly journals INTEGRATION OF INTERACTIVE MEDIA INTO FOREIGN LANGUAGE LEARNING TO SUPPORT EFFICIENCY OF STUDY PROCESS

2017 ◽  
Vol 3 ◽  
pp. 515 ◽  
Author(s):  
Laima Kuprienė ◽  
Vaida Žegunienė
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Learning Process ◽  
Interactive Media ◽  
Foreign Language Learning ◽  
Education Institution ◽  
Professional Career ◽  
Technology Innovations ◽  
Study Process ◽  
Teaching Learning

Contemporary society is actively engaged into technology innovations due to their multi-purposeful usage for personal, professional and educational reasons. Many new terms defining information communication technologies appear but the paper focuses on the interactive media, which may be considered as an integral part of the phenomenon. It is aimed to analyze and discuss the possibilities of integration of interactive media into language learning process to support the efficiency of the study process taking into consideration the needs and achievements of students. The lectures organized with traditional teaching material are getting old-fashioned gradually; therefore, new trends appear in the education process and technologies have to be successfully integrated by the teachers working in higher education institutions. Currently life pace is extremely fast, and rapid changes influence the life of young people who want to be well-educated and prepared for the further professional career. The research was organized to investigate whether the students of higher education institution demonstrate willingness to integrate interactive media into language learning process, i.e. students do not have to be passive users but actively apply and use interactive media in the learning process. Consequently, the teachers have to be familiar with the opportunities provided by the interactive media and acknowledge the necessity of its integration, but still some considerations and uncertainty exist. The methods used for the research are as follows: analysis of the scientific literature sources, content analysis, and questionnaires. Findings of the research are formulated after analysis of the collected data and they revealed the capabilities of the students to use interactive media and perception of the importance and usefulness of such measures.Majority of teachers demonstrate conservative attitude towards innovations and implementation of modern teaching/learning methods, but the situation will be improved putting the efforts in order to seek positive learning outcomes and modernize the study process.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

Partnership of Learning Construction Through Model Making

2021 ◽  
pp. 285-305
Author(s):  
Sujatavani Gunasagaran ◽  
Tamil Salvi Mari ◽  
Sivaraman Kuppusamy ◽  
Sucharita Srirangam ◽  
Mohamed Rizal Mohamed
Keyword(s):  
Student Teacher ◽  
Learning Process ◽  
Teaching And Learning ◽  
Active Role ◽  
Project Based Learning ◽  
Architectural Education ◽  
Design Studio ◽  
Architecture Design ◽  
Construction Knowledge

Project-based learning offers an engaging instructional method to make learners active constructors of knowledge. This study aims to investigate the effectiveness of learning in two project-based learning of construction through model making in architecture using a case study and by designing. Model making is an innovative and time-consuming approach in teaching construction as this approach rely heavily on student-teacher partnership mimicking the studio learning. Learning construction through model making needs students to take an active role and to be ‘in-charge' of their learning and learning process. The study employs a survey to 78 participants of undergraduate architecture students. The results of this study demonstrated architecture students learn construction effectively using the model making method. This project-based learning allows students to have construction knowledge to consider buildability in their architecture design studio. The result can be used to improve teaching and learning of construction in architectural education.

Kommunikation und "Kommunikation" im Schulischen Fremdsprachen -Unterricht

1983 ◽  
Vol 16 (2) ◽  
pp. 122-149
Author(s):  
Henning Bolte
Keyword(s):  
Language Development ◽  
Foreign Language ◽  
Language Learning ◽  
Classroom Interaction ◽  
Foreign Language Learning ◽  
Target Language ◽  
Conversational Analysis ◽  
Functional Perspective ◽  
Response Formats ◽  
Teaching Learning

The article deals with the relationship between verbal communication as a teaching objective and as a medium of teaching/learning. This relationship is of special interest for foreign language teaching/ learning aiming at ccmnunicative competence in spoken language. The article enters into the question in which ways teaching/learning ob-jects are constituted in the course of ongoing interaction, how acti-vities with regard to such objects are stimulated and steered, and what kinds of activities are defined by the participants themselves as LEARNING or count for them as such. Psycholinguistic input-(in-take) output models are being argued against, because classroom learning is not simply characterized by ready-made prestructured in-put and predetermined output, but both have first to be constituted through some strategic form of social interaction. Two examples of foreign language learning in the classroom are pre-sented: first of an EFL lesson, where the distortion of target langu-age function potential is demonstrated and the "staged" production of language prof iciency within a pedagogic interaction pattern is shown; and second of a German FL lesson, where a grammatical item is focussed and exercised. The sequence is an example of rigorous reali-zation of the I(nitiation)-R(esponse)-E(valuation) pattern as the ba-sic pattern of sequential organization in the classroom. It clearly shows how LEARNING is defined/executed as standardized response for-mats and "conditioned" chains of I-R-pairs. Many of the performed linguistic deviations(of the target language)seem due to interaction mechanisms rather than to general principles of language development. Conversational analysis of teaching-learning discourse shows that learning is not merely to be considered as a direct conventionalized consequence of ( initiating ) teaching ( acts ). On the one hand the inter-action pattern is merely a framework wherein "inner" mental processes are evoked and organized, which can manifest themselves in various forms. On the other hand there is a strong tendency for the teacher to control the entire learning process and to make expected outcomes collectively significant and thus for the learner a tendency mainly to adjust to prefabricated response formats, which at the same time serve as evidence for didactically intended cognitions. Hence, the stronger the predetermination and imposing of LEARNING by the teach-er, the more learning tends to become a mere guessing game and pure-ly mechanical. The restrictions of traditional classrooms are obvious from these examples: restrictions with regard to the experience of functional potential of the target language and with regard to the embedding of focussed learning-items into a functional perspective. These re-strictions have to be changed in order to enable learners to parti-cipate in problem-constitution, to bring in own perceptions of con-cepts/problems and to bring in own problem-solving strategies as systematic parts of language development and as systematic parts of official classroom discourse, i.e. as objects of active mutual indication and interpretation. Conversational analysis can be an important tool for the study of such "alternative" structuring of classroom interaction and its con-tribution to a more learner-centered and functionally oriented (foreign)language LEARNING.

scholarly journals Do Learners Like Project in Their English Classes?: Impact of PBL on Students’ Attitudes

2018 ◽  
Vol 42 ◽  
pp. 00084
Author(s):  
Ni Luh Putu Ning Septyarini Putri Astawa ◽  
Luh Putu Artini ◽  
Putu Kerti Nitiasih
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
Learning Process ◽  
English Language ◽  
Qualitative Data ◽  
Project Based Learning ◽  
Learning Ability ◽  
English Language Learning ◽  
Field Note ◽  
Teaching Learning

This article presents the results of a study on the effect of Project-Based Learning (PBL) on students’ English language learning (ELL) attitudes and how the activities influence teaching-learning process in a junior high school in Bali. This research applied an embedded mixed-method design in which the quantitative data were collected using close-ended questionnaires test, and the qualitative data were collected using interview, observation checklist, open-ended questionnaire, and field note. Paired-samples t-test was used to analyse whether or not there is a significant effect on students’ attitude after being taught using PBL, while the qualitative data were analysed descriptively. The analysis shows a significant effect on students’ attitude. PBL enhances students’ learning quality in term of enthusiasm, confidence, and creativity learning ability while it also promotes teacher’s teaching satisfaction. This study supports the implementation of PBL which enhances students’ English Language Learning attitude and teaching-learning process.

scholarly journals LEARNING OPHTHALMOLOGY DURING THE COVID-19 PANDEMICS: IS REMOTE LEARNING APPLICABLE?

2021 ◽  
Keyword(s):  
Learning Process ◽  
Teaching Method ◽  
Clinical Skills ◽  
Active Role ◽  
Pedagogical Approach ◽  
Face To Face ◽  
Teaching Learning ◽  
Two Stages ◽  
The University ◽  
Remote Learning

During the COVID-19 pandemic, there was a need to adopt a pedagogical approach that complies with distancing standards, without harming the student's teaching-learning process. In this context, the search for tools that were effective for this period began, one of which was Remote Learning (RE). This paper seeks to report the experience of using RE as a teaching method for Ophthalmology. The experience was carried out with students from the Liga da Visão (LIVISA) at the Universidade de Fortaleza, through two stages: asynchronous virtual activities, aimed at the development of clinical skills, and synchronous theoretical classes, in partnership with academic residents, from an Ophthalmology service. Under this proposal, LIVISA's mentor had the challenge of continuing the activities in the RE modality, following the methodology already applied at the University, problem-based learning (PBL). In view of this, the proposition of clinical cases was fundamental to instigate the student to acquire knowledge and stimulate clinical reasoning, based on ophthalmological situations, allowing a more active role for the student. The transposition of Ophthalmology teaching to LIVISA students, from face-to-face to remote, was essential to keep the group cohesive.

scholarly journals EXAMINING EFL CLASSROOM INTERACTION BASED ON SINCLAIR AND COULTHARD MODEL

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Nurul Wulanda ◽  
Anni Holila Pulungan ◽  
Isli Iriani Indiah Pane
Keyword(s):  
Learning Process ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
English Teacher ◽  
The Subject ◽  
Teaching Learning ◽  
Response Feedback ◽  
Communicative Skill ◽  
Learning English

The aim of this study were (a) to identify classroom discourse patternings of EFL classroom interaction based on Sinclair and Coulthard Model, and (b) to describe how EFL classroom interaction affects the students’ learning process based on Sinclair and Coulthard Model. The subject of this study were an English Teacher, and 40 students of XI MIA 1, SMA Swasta Nurul Iman. The instrument for collecting data were observation and recording. The result of this research were the following, (a) it was found that in the classroom discourse, there were seven patterns initiated by the teacher and four patterns initiated by the student as the IRF (Initiation-Response-Feedback) was used more often by the teacher, (b) the interaction affects the teaching learning process in a way how the lesson passed on to the student affects the goal of learning English itself to be able to use English both inside and outside the classroom. It can be concluded that the students were not getting used to interact with English, and the goal of communicative skill in English was not achieved. Thus, the teachers should reorganize the activities which can foster more interaction by using English in the classroom. Keywords: Classroom interaction, classroom discourse, Sinclair and Coulthard, IRF Pattern.

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