scholarly journals EFL Learners’ Affect, Engagement, Misbehaviours, and Achievement: A Classroom Observation Perspective

2021 ◽  
Vol 11 (4) ◽  
pp. 12
Author(s):  
Bo Yang ◽  
Christo Moskovsky
Keyword(s):  
Classroom Environment ◽  
Classroom Observation ◽  
Video Recording ◽  
Northwest China ◽  
Influential Factors ◽  
Reciprocal Relationship ◽  
Special Focus ◽  
Observation Data ◽  
College English ◽  
Efl Learners

Most previous research examining the correlation between affect and achievement of learners of English as a foreign language (EFL) has relied on questionnaire and/or interview data. The current study, conducted in a Chinese EFL context, chose to explore this relationship on the basis of quantitative and qualitative classroom observation data, with a special focus on learners’ classroom engagement and misbehaviours. The participant sample involved the EFL learners and teachers in six classes at a key and a non-key university in Northwest China. Data in relation to participants’ affect, engagement, and misbehaviours were collected via classroom observations, including some video-recording. The participating students’ College English Test-Band 4 (CET-4) scores were used as a measurement of EFL achievement. Participants’ affect, engagement, and achievement formed a reciprocal relationship; the latter was negatively connected with misbehavious. Rather than gender, type of school (key vs. non-key university) had significant effects on the variables being examined. Data revealed that teachers, peers, and classroom environment were also influential factors in explaining the differences in the relationship between the identified variables.

scholarly journals Indonesian EFL Learners’ Willingness to Communicate in the Instructional Context

2019 ◽  
Vol 4 (2) ◽  
pp. 215
Author(s):  
Suci Nugrah Amalia ◽  
Abdul Asib ◽  
Sri Marmanto
Keyword(s):  
Classroom Environment ◽  
Influential Factors ◽  
Willingness To Communicate ◽  
Survey Study ◽  
State Universities ◽  
Self Awareness ◽  
Classroom Context ◽  
Efl Learners ◽  
Self Confidence ◽  
Seating Arrangement

The principal goal of L2 education is to enhance learners’ willingness to communicate (WTC). Hence, this survey study was undertaken with the purpose of exploring Indonesian EFL learners’ WTC especially in a classroom context or the so-called Instructional WTC (IWTC) in order to know the conditions triggering their willingness and unwillingness to communicate using L2. This survey applied descriptive quantitative method where 100 EFL learners from three State Universities in Indonesia were involved as the respondents. The respondents are the English students of IAIN Curup Bengkulu, Universitas Sebelas Maret (UNS) Surakarta and Universitas Musamus Merauke Papua. Those universities represent three of five major islands in Indonesia. A questionnaire was distributed to the respondents in order to explore their WTC in six IWTC components comprising communicative self-confidence, integrative orientation, situational context of L2 use, topical enticement, learning responsibility, and off-instruction communication. The findings revealed that group size, classroom environment, students’ cohesiveness, familiarity to the topic, degree of topic preparation, classroom seating arrangement, gender, self-awareness, and familiarity with interlocutors were the factors that affected learners’ WTC. Further studies are highly recommended to deeply explore the teaching activities done by teachers by considering the influential factors of learners’ willingness and unwillingness to communicate as an effort to maximize their WTC.

scholarly journals Am I getting through? Surveying students on what messages they recall from the first day of STEM classes

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Clara L. Meaders ◽  
Lillian G. Senn ◽  
Brian A. Couch ◽  
A. Kelly Lane ◽  
Marilyne Stains ◽  
...  
Keyword(s):  
Learning Environments ◽  
Classroom Environment ◽  
Student Motivation ◽  
Social Dynamics ◽  
Classroom Observation ◽  
Observation Data ◽  
Student Relationships ◽  
Course Structure ◽  
Course Retention

Abstract Background The first day of class helps students learn about what to expect from their instructors and courses. Messaging used by instructors, which varies in content and approach on the first day, shapes classroom social dynamics and can affect subsequent learning in a course. Prior work established the non-content Instructor Talk Framework to describe the language that instructors use to create learning environments, but little is known about the extent to which students detect those messages. In this study, we paired first day classroom observation data with results from student surveys to measure how readily students in introductory STEM courses detect non-content Instructor Talk. Results To learn more about the instructor and student first day experiences, we studied 11 introductory STEM courses at two different institutions. The classroom observation data were used to characterize course structure and use of non-content Instructor Talk. The data revealed that all instructors spent time discussing their instructional practices, building instructor/student relationships, and sharing strategies for success with their students. After class, we surveyed students about the messages their instructors shared during the first day of class and determined that the majority of students from within each course detected messaging that occurred at a higher frequency. For lower frequency messaging, we identified nuances in what students detected that may help instructors as they plan their first day of class. Conclusions For instructors who dedicate the first day of class to establishing positive learning environments, these findings provide support that students are detecting the messages. Additionally, this study highlights the importance of instructors prioritizing the messages they deem most important and giving them adequate attention to more effectively reach students. Setting a positive classroom environment on the first day may lead to long-term impacts on student motivation and course retention. These outcomes are relevant for all students, but in particular for students in introductory STEM courses which are often critical prerequisites for being in a major.

scholarly journals The effects of clouds and aerosols on net ecosystem CO<sub>2</sub> exchange over semi-arid Loess Plateau of Northwest China

2010 ◽  
Vol 10 (5) ◽  
pp. 13337-13372
Author(s):  
X. Jing ◽  
J. Huang ◽  
G. Wang ◽  
K. Higuchi ◽  
J. Bi ◽  
...  
Keyword(s):  
Loess Plateau ◽  
Air Temperature ◽  
Northwest China ◽  
Co2 Uptake ◽  
Observation Data ◽  
Light Use Efficiency ◽  
Clearness Index ◽  
Use Efficiency ◽  
The Difference ◽  
Semi Arid

Abstract. The impacts of clouds and atmospheric aerosols on the terrestrial carbon cycle at semi-arid Loess Plateau in Northwest China are investigated, by using the observation data obtained at the SACOL (Semi-Arid Climate and Environment Observatory of Lanzhou University) site. Daytime (solar elevation angles of larger than 50°) NEE of CO2 obtained during the midgrowing season (July–August) are analyzed with respect to variations in the diffuse radiation, cloud cover and aerosol optical depth (AOD). Results show a significant impact by clouds and aerosols on the CO2 uptake by the grassland (with smaller LAI values) located in a semi-arid region, quite different from areas covered by forests and crops. The light saturation levels in canopy are lower, with a value of about 434.8 W m−2. Thus, under overcast conditions of optically thick clouds, the CO2 uptake increases with increasing clearness index, and a maximum CO2 uptake and light use efficiency of vegetation occur with the clearness index of about 0.37 and lower air temperature. Under other sky conditions the CO2 uptake decreases with the cloudiness but the light use efficiency is enhanced, due to increase in the fraction of diffuse PAR. Additionally, under cloudy conditions, changes in the NEE of CO2 also result from the interactions of many environmental factors, especially the air temperature. In contrast to its response to changes in solar radiation, the carbon uptake shows a negative response to increased AOD. The reason for the difference in the response of the semi-arid grassland from that of the forest and crop lands may be due to the difference in the canopy's architectural structure.

Temporal and spatial variations of sandstorm and the related meteorological influences over northern China in the 21st century

2021 ◽  
Author(s):  
Jie Yang ◽  
Tianliang Zhao
Keyword(s):  
Land Surface ◽  
Source Region ◽  
Northern China ◽  
Northwest China ◽  
Gobi Desert ◽  
Taklimakan Desert ◽  
Observation Data ◽  
Average Wind Speed ◽  
Modis Ndvi ◽  
Temporal And Spatial

&lt;p&gt;In this study, we used the sandstorm data of 233 meteorological stations in northern China, conventional meteorological observation data and MODIS-NDVI data in the 40 years from 1980 to 2019 to analyze the spatio-temporal variation of sandstorms in northern China and its related meteorological effects in this century.&lt;/p&gt;&lt;p&gt;The results show that: 1) The average number of sandstorm days in northern China has been fluctuating and decreasing since the beginning of this century, and increasing from 2017 to 2019. Spring is the main season of dust storm, and the springtime proportion of sandstorm days decreases year by year. 2) In the 1980s and 1990s, sandstorms covered almost covered the whole northwest region; Since the beginning of this century, the range of sandstorm days in the whole Northwest China has shown an obvious decadal downward trend. The spatial pattern of sandstorm days in northern China has been shrinking and moving westward since 2000, and the dominant position of the Gobi Desert in the Asian dust source region has been decreasing year by year. The high sandstorm days were located in the Taklimakan Desert with the increasing trend of sandstorm days year by year. 3) The temporal and spatial variation of sandstorm days in northern China is closely related to the increase of vegetation cover with the greenness and wetness of the land surface, the decreases of average wind speed and gale days, and the significant increase of annual precipitation in northern China after 2000.&lt;/p&gt;

scholarly journals Responding to Marginalization

SAGE Open ◽  
2017 ◽  
Vol 7 (1) ◽  
pp. 215824401668491 ◽  
Author(s):  
Jie Y. Park
Keyword(s):  
United States ◽  
High School ◽  
Classroom Observation ◽  
School Personnel ◽  
The United States ◽  
Observation Data ◽  
Youth Workers ◽  
Community Based ◽  
Refugee Students ◽  
Youth Language

This article offers an analysis of how refugee youths from Africa used and shifted languages and discourses in the United States. Drawing on sociocultural theories of language and utilizing ethnographic discourse and classroom observation data, the author illustrates the varied ways in which three high school–aged refugee youths used languages to make sense of who and where they are; respond to social, religious, and linguistic marginalization in the United States; and challenge narrow perceptions of African Muslims. This article brings to fore a group that, although facing a unique set of challenges in the United States, is rarely included in research on youth language practices and im/migration. Attention to their multilingual practices and the multilayered nature of their identity is central to understanding how refugee youths experience school in their new land, and how they see themselves and others. This understanding can guide school personnel, educational researchers, and community-based youth workers in their respective work with refugee students.

The Pedagogical Potential of Interactive Whiteboards 2.0

2009 ◽  
pp. 491-505 ◽  
Author(s):  
Euline Cutrim Schmid
Keyword(s):  
Video Recording ◽  
Training Session ◽  
Interactive Whiteboards ◽  
Research Data ◽  
Special Focus ◽  
Web 2.0 Tools ◽  
Transformative Potential ◽  
Language Classroom ◽  
Research Findings

The first part of this chapter discusses the transformative potential of Interactive Whiteboards (IWBs), by analyzing the opportunities of using this technology in conjunction with Web 2.0 tools to support constructivist practice in the language classroom. The second part draws upon research data and literature review results to examine the role played by teachers in the realization of this potential. A special focus has been placed on the various evolutionary stages that teachers go through as they integrate IWB technology into their teaching. The research data derives from a case study conducted with nine English teachers from a secondary school in Germany. The study was conducted within an interpretative research paradigm, and data were collected via qualitative research instruments, namely interviews, classroom observations and the video recording of one IWB training session. Research findings revealed that the teachers investigated were gradually becoming aware of the transformative potential of IWB technology.

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