A Comparative Study on Teacher-student Interaction in Middle School English Classrooms under the Environment of Traditional and Smart Classrooms

Positive teacher-student interaction can exert a positive influence on student engagement and math performance. As an important part of teacher-student interaction, emotional support of a teacher plays an indispensable role in the math performance of junior middle school and elementary school students. This study aimed to explore the effects of teacher's emotional support on math performance, and examine the mediating role of academic self-efficacy and math behavioral engagement. A total of 1,294 students in grades 3–5 and 7–8 from 14 junior middle and primary schools in China took part in the web-based survey. Results showed the following: (1) academic self-efficacy mediated the relationship between teacher's emotional support and math performance of Chinese primary and middle school boys and girls; math behavioral engagement mediated the relationship between teacher's emotional support and math performance of Chinese primary and middle school boys and girls; (2) The relationship between teacher's emotional support and math performance of Chinese junior middle school boys and girls was mediated by the chain of academic self-efficacy and math behavioral engagement.

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Teacher-Student Interaction Styles In The Electronic Environment Of Foreign Language Instruction

10.15405/epsbs.2020.11.03.29 ◽

2020 ◽

Author(s):

Mary G. Evdokimova

Keyword(s):

Foreign Language ◽

Language Instruction ◽

Student Interaction ◽

Foreign Language Instruction ◽

Interaction Styles ◽

Electronic Environment ◽

Teacher Student ◽

Teacher Student Interaction

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

Journal of Language and Cultural Education ◽

10.2478/jolace-2019-0024 ◽

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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