scholarly journals Teachers’ Dispositions Toward Mindfulness in EFL/ESL Classrooms in Teacher-Student Interpersonal Relationships

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaochuan Song ◽  
Xuan He
Keyword(s):  
Language Learning ◽  
Interpersonal Relationships ◽  
Psychological Factors ◽  
Future Research ◽  
Learning Context ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Theoretical Perspectives ◽  
Teacher Wellbeing ◽  
Teachers Professional Development

The psychological factors of English as a foreign language (EFL) and English as a second language (ESL) teachers have significant roles in any language learning context. Previous studies in the related literature have shown that L2 learners’ learning, psychological factors, and emotional factors are closely related to teachers’ psychological factors. Mindfulness as one of the psychological attributes of L2 teachers and as a complex and multi-faceted construct influences l2 teachers’ professional development. Hence, this study aims to review the notion of mindfulness and its role in L2 teaching as a profession and pave a way for further research, highlighting its indispensable role in teacher-student relationships. To achieve this goal, this study has reviewed the theoretical perspectives of mindfulness, the construct of mindful L2 teaching education, and mindfulness as a closely related concept to teacher wellbeing. Based on the findings, some pedagogical implications for the policymakers, teacher trainers, materials developers, L2 teachers, and learners are provided. Finally, directions for future research are suggested to the interested L2 researchers.

scholarly journals Teacher`s Control on Students: Representation of Antisocial Communication in an Indonesian Language Learning Context

Humaniora ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 145
Author(s):  
Sultan Sultan ◽  
Jufri Jufri
Keyword(s):  
Language Learning ◽  
Critical Discourse Analysis ◽  
Video Recording ◽  
Classroom Interaction ◽  
Language Teachers ◽  
Learning Context ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Pedagogical Competence ◽  
Teacher's Beliefs

This research examined teacher’s control of classroom interaction. Studying teachers’ controlling behaviors as a form of antisocial communication was necessary to develop teachers’ pedagogical competence and teacher-student relationships that were empowering and equitable. It employed a qualitative approach to critical discourse analysis. The respondents are six Indonesian Language teachers. Data collection was conducted by video recording, observation, and interview. Data were analyzed at the micro (text) and macro (social context) level. Research findings show that teacher’s control of classroom interaction might be realized in the acts of interrupting students, enforcing explicitness, controlling topic, formulating, restricting students’ contribution, asking close-ended questions, and ignoring students’ contribution. Teacher’s antisocial communication represented through various types of controls which can hinder the development of students’ language skills and adversely affect learning climates and students’ psychological aspects. Teacher’s beliefs and perspectives, teacher’s social status, and teacher’s pedagogical competence can be considered as factors that is able to contribute to practice of teacher’s control of students in classroom interaction.

scholarly journals Teacher Wellbeing: The Importance of Teacher–Student Relationships

2011 ◽  
Vol 23 (4) ◽  
pp. 457-477 ◽  
Author(s):  
Jantine L. Spilt ◽  
Helma M. Y. Koomen ◽  
Jochem T. Thijs
Keyword(s):  
Student Relationships ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Teacher Wellbeing

scholarly journals Exploring Peacebuilding Strategies to Develop Teacher-Student Interpersonal Relationships in English as a Foreign Language/English as a Second Language Classrooms

2021 ◽  
Vol 12 ◽  
Author(s):  
Jiangtao Fu
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Interpersonal Relationships ◽  
Self Regulation ◽  
Language Education ◽  
Future Research ◽  
Teacher Student ◽  
Multiple Dimensions ◽  
Whole Person ◽  
Language Classrooms

In the conflict-affected era, there is now an urgent need for a peaceful world. Although the relevance of peace in language education, within English as a second language (ESL) or English as a foreign language (EFL), may seem irrelevant to some, the language of peace utilizes an interdisciplinary method that supports students in creating more reasonable discussions. Alternatively, the attention of language teaching is just on the development of cognition in preference to emotions, whereas methods that sustain the theory of the whole person through positive psychology should be presupposed. This review seeks to explore the connection between multiple dimensions of peace and the certain strategies and activities that can be implemented to build peace in EFL/ESL classrooms. Further, the related strategies on the issues, such as self-regulation, engagement, mindfulness, and motivations, are proposed. In a nutshell, the implications of peacebuilding for teachers, teacher-trainers, and future researchers are presented, and new directions for future research are set out.

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. 

scholarly journals Teacher-Student-Relationship Quality in Inclusive Secondary Schools: Theory and Measurement of Emotional Aspects of Teaching

2021 ◽  
Vol 6 ◽  
Author(s):  
Giuliana Pastore ◽  
Reto Luder
Keyword(s):  
Language Learning ◽  
Empirical Studies ◽  
Student Relationships ◽  
Shared Intentionality ◽  
Healthy Development ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Inclusive Schools ◽  
Emotional Aspects ◽  
Student Relationship

Inclusive healthy schools are committed to provide a learning environment for a healthy development and optimal learning support for all students, regardless of their performance, language, learning and behavior disposition or disability. In order to achieve this goal, the relationship between teacher and students is crucial. Research in this area has shown the importance of emotional aspects as a mark of quality of teacher-student relationships, recognizing them as strong predictors for better achievement, compared to professional and subject-related aspects of teaching. Nevertheless, empirical studies in inclusive schools are seldom considering teacher-student relationships, as a theoretically sound conceptualization is missing in the context of research in inclusive schools. In the present paper, based on the attachment theory and the research on joint attention, two emotional components of teacher-student relationships are examined as key-concepts of high relevance for inclusive schools (emotional resonance and shared intentionality). It is also discussed how to empirically operationalize and measure these emotional components with the intention of analyzing the current situation of inclusive schools in future studies.

Framing and Reviewing Hip-Hop Educational Research

2009 ◽  
Vol 79 (2) ◽  
pp. 946-978 ◽  
Author(s):  
Emery Petchauer
Keyword(s):  
Language Learning ◽  
Educational Research ◽  
Hip Hop ◽  
Historical Context ◽  
Integrative Review ◽  
Future Research ◽  
Theoretical Perspectives ◽  
New Directions ◽  
Research Agendas ◽  
Learning Identity

Hip-hop has become relevant to the field of education because of its implications for understanding language, learning, identity, curriculum, and other areas. This integrative review provides historical context and cohesion for the burgeoning and discursive body of hip-hop scholarship by framing it according to three heuristic categories and briefly discussing the strengths and weaknesses for the field of education. The article then critically reviews three major strands of selected literature across these categories that are relevant to educational research. Finally, the article outlines new directions for future research and corresponding theoretical perspectives and strategic methods. With these purposes, this review is intended to inform both researchers unfamiliar with hip-hop and scholars who have centered hip-hop in their research agendas.

scholarly journals Teaching Features and Improvement Suggestions for Chinese Online Classes

2021 ◽  
Vol 11 (5) ◽  
pp. 573-579
Author(s):  
Yidan Kong
Keyword(s):  
Language Learning ◽  
Teaching Methods ◽  
Online Teaching ◽  
Chinese Language ◽  
Online Classes ◽  
Language And Culture ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Chinese Language Learning ◽  
Long Duration

The popularity of the Internet has influenced education profoundly. Teaching methods, teacher–student relationships, and the role of teachers have changed significantly due to changes in communication media. In the case of Chinese language learning, online classes have become a crucial tool to encourage and support international Chinese teaching. With the deepening of China's opening, exchanges between China and other countries are becoming increasingly profound. Against this backdrop, worldwide enthusiasm for learning Chinese has emerged, yet not every foreign learner of Chinese has had the opportunity to attend Chinese lessons and receive systemic training. To give more students the opportunity to study Chinese, online lessons are a viable option for various reasons, from acting as an effective channel for students to learn about both Chinese language and culture to offering classes of both short and long duration, and providing a range of different teaching styles and teaching methods depending on the needs of the students. This paper analyzes teachers and methods after observing many Chinese online teaching videos that have attracted a high “click rate” by users. Moreover, this paper focuses on analyzing MOOC and traditional online lessons published by the Confucius Institute and carries out a comparison between them and overseas online Chinese lessons. Finally, this paper evaluates online Chinese lessons and gives suggestions according to the 5C goals of language teaching.

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.

What Makes an Effective EFL Teacher From Saudi Preuniversity Students’ Perspective

2021 ◽  
pp. 002205742098870
Author(s):  
Ali Abbas Falah Alzubi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Mixed Methods Research ◽  
Cultural Awareness ◽  
Teaching Effectiveness ◽  
Descriptive Analysis ◽  
Future Research ◽  
Teacher Student ◽  
Efl Teacher ◽  
Efl Teachers

The successful output of language learning process should ensure effective inputs by the key figures (teacher, student, stakeholder, and curricula) of education. This study aimed to examine preuniversity students’ perceptions on the attributes of an effective English as a Foreign Language (EFL) teacher in Saudi Arabia. Mixed-methods research design was applied to a sample of 231 students (135 males & 96 females) enrolled in the preparatory year program at a Saudi public university in the southern region of Saudi Arabia. The data were collected using two instruments: 5-point Likert-type scale and open-ended questions. The students’ responses on the closed questionnaire were analyzed using descriptive analysis and independent t test, whereas the data from the open-ended questions were analyzed by chi-square (cross tabulation) and MS Excel using thematic analysis. The findings indicated that 88% of Saudi preuniversity students agree on the high importance of the attributes of personality, methodology, and language knowledge that make an effective EFL teacher. Cultural awareness is of significance to the effectiveness of EFL teacher. However, gender was reported as an insignificant variable to the effectiveness of EFL teacher. In addition, fame, age, and country of EFL teachers did not reveal any connection to the teaching effectiveness of EFL teachers. Recommendations, implications, and suggestions for future research are discussed.

scholarly journals EFL/ESL Students' Perceptions of Distributive, Procedural, and Interactional Justice: The Impact of Positive Teacher-Student Relation

2021 ◽  
Vol 12 ◽  
Author(s):  
Dan Yang
Keyword(s):  
Interpersonal Relationships ◽  
Interpersonal Relationship ◽  
Interactional Justice ◽  
Learning Context ◽  
Teacher Credibility ◽  
Teacher Confirmation ◽  
Teacher Student ◽  
Teachers And Students ◽  
Interpersonal Factor ◽  
The Impact

The correlation between teacher-student interpersonal relationships and students' perception of different dimensions of justice using in the learning context has been found absolutely important since it can provide a nice learning environment for students in which they can comfortably learn a new language. Even though several studies have been carried out regarding the above-mentioned points, a review paper that focuses on the importance between these two variables by which students' learning is influenced seems of great interest. In this study, the author has strived hard to highlight the interplay between the aforementioned variables. First of all, Justice and its dimensions including distributive, procedural, and interactional justice are described in the learning context. Then the effect of the positive relationship between teachers and students is accentuated. Following it, different types of characteristics that are crucially noticeable considering teacher-student interpersonal relationship including “teachers care,” “teacher clarity,” “teacher confirmation,” “teacher credibility,” “teacher immediacy,” “teacher stroke,” “teacher-student rapport” are discussed. The term “positive psychology” accompanied by its factors is defined then. What is discussed then is classroom justice as a teacher-student interpersonal factor. Finally, it is concluded with implications and suggestions for future studies.

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