Advancing video research methodology to capture the processes of social interaction and multimodality

In this reflective methodological paper we focus on affordances and challenges of video data. We compare and analyze two research settings that use the latest video technology to capture classroom interactions in mathematics education, namely, The Social Unit of Learning (SUL) project of the University of Melbourne and the MathTrack project of the University of Helsinki. While using these two settings as examples, we have structured our reflections around themes pertinent to video research in general, namely, research methods, data management, and research ethics. SUL and MathTrack share an understanding of mathematics learning as social multimodal practice, and provide possibilities for zooming into the situational micro interactions that construct collaborative problem-solving learning. Both settings provide rich data for in-depth analyses of peer interactions and learning processes. The settings share special needs for technical support and data management, as well as attention to ethical aspects from the perspective of the participants’ security and discretion. SUL data are especially suitable for investigating interactions on a broad scope, addressing how multiple interactional processes intertwine. MathTrack, on the other hand, enables exploration of participants’ visual attention in detail and its role in learning. Both settings could provide tools for teachers’ professional development by showing them aspects of classroom interactions that would otherwise remain hidden.

Fluctuations in willingness to communicate of an EFL lecturer: An observation study in Indonesia

Despite the growing number of research on Willingness to Communicate (WTC) in English students, research of teachers’ WTC in English is still scarce. At the same time, the fluctuations of WTC in English in authentic classroom interactions are still under research. This study aims to observe the fluctuations in WTC of the English lecturer in the Indonesian context. The data were collected through video recordings during an online classroom learning session where participants were teaching their students. The data were then transcribed, coded, and analyzed thematically by drawing from MacIntyre et al.’s (1998) Heuristic Model. From the results of the analysis, WTC fluctuations in English are divided into four factors: (1) modeling the use of English in the classroom, (2) the power of affirmation, (3) focusing on the message, and (4) showing language similarity. The implication of this study is also discussed. DOI: 10.26905/enjourme.v6i2.5983

TEACHER-STUDENTS CLASSROOM INTERACTIONS OF PUBLIC SENIOR SECONDARY SCHOOLS III IN KATSINA METROPOLIS, NIGERIA

The paper investigates the teacher-student interactions during English lessons at SS III Public Schools of Katsina Metropolis. The reason that triggered the research was the mass failure of students especially at Senior Secondary Examinations. The paper used the constructivist theory as a theoretical framework. It also used teachers’ and students’ questionnaires, a Target Language Observation Scheme (TALOS) and audio recorded lessons in the schools observed as instruments for data collection. Six schools were examined out of twelve. A total number of 6 teachers and 132 students were selected as the sample of the study. All six teachers were observed, and the lessons were recorded at different times. Simple Frequency Counts and Percentages were the basis used for the analysis of the data collected. The findings revealed that teacher-student interactions need to be improved as teachers gave room for the students to participate in the interactions but unfortunately, they remained idle in the class. For this reason, most of the class activities were solely performed by the teachers. Keywords: Teacher-students, Classroom, Interactions, Target Language Observation Scheme

Learning from recording video of your own classroom

Advances in technology have made it increasingly easy for teachers to film and share video recordings from their own classrooms, and much research exists highlights the rich learning that can occur when teachers watch and discuss video. Here, Miriam Gamoran Sherin, Jennifer Richards, and Mari Altshuler examine the opportunities for learning that teachers experience when recording and viewing video of their own classrooms. They specifically describe how recording can support teachers in learning to notice, focusing their attention on aspects of classroom interactions that are most important for student learning.

The Influence of the Dagbani Imperfective Verb Form on Dagomba‟s Use of the English Tense

This paper analyses the influence of the imperfective verb form of Dagbani a Mabia (Gur) language, spoken in Northern Ghana- on the English tense. Dagbani and English have been in contact for decades; they exhibit differences grammatically and phonologically. Scholars have discussed the grammar of Dagbani. However, no scholar addressed the influence of Dagbani imperfective on the use of English. Considering the fact that there is a strong interplay between English, as the official language of Ghana, and Ghanaian languages in the socio-economic, political and educational sectors of the country, teachers and curriculum developers need to pay attention to how these languages influence each other with specific focus on how to cater for these influences during classroom interactions. This paper, therefore, analyses the influence of the Dagbani imperfective form on English tense, taking into consideration the progressive aspect and the habitual present tense of Dagbani. The study sets to find out if educational levels of people affect the influence of the Dagbani imperfective on English tense. Data for the study were collected through sentence translation and picture description from (89) students in Tamale and Yendi. The data were analysed within the framework of grammatical replication theory by Heine and Kuteva, based on Weinreich languages in contact. The data are analysed based on the respondents’ levels of education (Basic, Secondary, and Tertiary). Findings indicated that the progressive aspect of Dagbani imperfective verb form overshadows the habitual present, as Dagomba(s) speak English. Irrespective of Dagomba’s educational level, they replicate the Dagbani imperfective use in English; however, the influence minimally reduces as speakers climb the academic hierarchy.