student talk
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2022 ◽  
Vol 2 (1) ◽  
pp. 145-169
Author(s):  
Kailing Zhao ◽  
Kornsiri Boonyaprakob

Interaction in foreign language classrooms has been regarded as a key factor in enhancing learning outcomes (Allwright, 1984; Ginting, 2017; Hanum, 2016). This study examined interactions in a specific university classroom context in Thailand where 28 Chinese students were learning Thai as a foreign language with a Thai teacher. It employed a mix-method design. Quantitative data were gathered based on a modified Flanders’ model (Flanders Interaction Analysis Category System or FIACS), and the qualitative data were gathered from classroom observations. The analysis of 90-minute video records and field notes from the observations of three classes reveal the domination of teacher’s talk (77.59%), and the minimal students’ talk (6.16%). Besides, silence time occupies 16.25%. Out of the total of 22 categories of interaction, no student talk can be categorized as an initiation of talk, and no teacher talk can be categorized as procedural lectures and assigning homework. Characteristics of the interaction varied according to the quantity and categories of talk. Transcription of verbatim from the videos reveals details of the interaction. Findings suggest that quantity, category, and characteristics of talk are interrelated and must all be improved together to increase the quality of interaction to affect student learning outcomes.


2022 ◽  
pp. 769-789
Author(s):  
Adria F. Klein ◽  
Allison Briceño

This chapter introduces an assets-oriented oral language formative assessment tool for use with multilingual students. The assessment tool, called the Oral Language Record (OLR), was developed to help teachers listen to, record, and analyze authentic student talk in a variety of settings. It provides valuable information about the vocabulary and language structures that students use, helps determine current instructional needs, provides a frame for capturing student talk, and documents growth over time. The OLR contains a continuum based on observable behaviors and an analysis tool that helps teachers determine next steps in instruction based on their observations. Used in conjunction with a student's writing sample and observation of the child's reading, the OLR provides a holistic view of a multilingual student's language and literacy acquisition, enabling the teacher to focus on the child's linguistic strengths to plan future instruction.


Author(s):  
Andrei Borovsky ◽  
Tatyana Vedernikova

The aim of the research was to identify the main causes of infection of teachers and students in a university. Two probabilistic combinatorial problems are considered analytically to determine the probabilities and rates of infection of teachers and students in a university as a result of the appearance of infected persons among the contingent of students. The mathematical apparatus of probability theory and combinatorics is used to solve the problems. For the factorials of combinations arising in the structure, the asymptotic Stirling’s formula is used. Convergent series arise in the final formulas, reflecting the multiplicity of scenarios of the probabilistic approach. Analytical formulas for the sums of series, probabilities and rates of infection of teachers and students are obtained. It is shown that the infection of teachers and students occurs through «dangerous» spatially close contacts, when a teacher and a student talk at a distance of less than 0.5 meter. It is impossible to exclude such contacts in the students’ environment during full-time study. Among teachers, there is also a less probable classroom mechanism of infection through the volume of air infected with viruses.


2021 ◽  
Vol 11 (1) ◽  
pp. 1-15
Author(s):  
Kathrin Kaufhold ◽  
Daniel Egil Yencken

Facilitating sustained dialogic engagement in writing groups to support postgraduates’ research-based writing can be challenging. So far there is little research on dialogic strategies in such groups. Studies of tutor-student talk around texts highlight that different dialogic strategies can invite or exclude contributions. This article investigates how writing group participants negotiate different perspectives on academic writing practices in a multidisciplinary writing group. The study analyses six recorded meetings of multilingual master’s students writing in English at a Swedish university. It identifies dialogue patterns with diverging or converging perspectives, where students refer to a range of universal or discipline-specific norms. Reference to a generic yet unspecific norm creates a space for sharing diverging perspectives while reflecting on ones’ own writing. Applying perceived universal norms to others’ texts can close down dialogue. Awareness of dialogue patterns can help facilitators to decide when to step back and when to step in as moderators.


PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0251569
Author(s):  
Hui Helen Li ◽  
Lawrence Jun Zhang

Prior studies have reported inconsistent findings with regard to the effects of small-group student talk on developing individual students’ English-as-a-foreign-language (EFL) writing ability. To further explore the question under discussion, we designed a quasi-experimental study that included a pretest, a posttest, and a delayed posttest, and implemented it in two English-major groups at a university in China. We randomly assigned the students to an intervention group and a comparison group to investigate whether employing structured small-group student talk as collaborative prewriting discussions would effectively facilitate individual students’ EFL writing development and whether such effects could be retained. The immediate and sustained effects after the quasi-experimental study was completed were measured by the analytic scores on five components of the writing task (content, organization, vocabulary, language, and mechanics) and the holistic writing scores cumulated of all these components. Statistical analyses revealed that the two groups were significantly distinguished by their analytic and holistic scores, indicating that students in the intervention group outperformed their comparison group peers in writing performance. The effects of collaborative prewriting discussions in the form of structured small-group student talk were found statistically significant in facilitating students’ writing improvement in the content, organization, vocabulary, and language use, but not mechanics. The effects on content, organization, and vocabulary were retained as seen from the delayed posttest, while those on language use were not. The comparison group showed little improvement in their writing performance across the three tests. We concluded this study with a discussion on the implications for English-as-a-second/foreign-language (L2) writing instruction.


2021 ◽  
Vol 37 (2) ◽  
pp. 96-109
Author(s):  
Zehui Zhan ◽  
Qianyi Wu ◽  
Zhihua Lin ◽  
Jiayi Cai

This study investigated the effect of classroom settings on teacher-student interaction in higher education by comparing the behavioural sequences in smart classrooms (SCs) and traditional multimedia classrooms (TMCs). Twenty in-classroom teaching sessions were randomly selected from six universities in South China, involving 1,043 students and 23 teachers. Half of the sessions were taken in SCs as the experimental group, and half were in TMCs as the control group. A teacher-student interaction behaviour coding schema was developed, and a total of 17,805 observable behaviours were collected and coded sequentially via a review of classroom videos. Then, the behavior pattern diagram was set up to visualise a lag sequential analysis results by four themes, namely teacher-talk, teacher-action, student-talk and student-action. Results show that compared to TMCs, the SCs triggered significantly more self-initiated student actions and student-driven teacher talk, while teacher-initiated talk decreased significantly, indicating that students’ autonomy was strengthened in the SC. Furthermore, teachers’ workload was somewhat reduced, and they obtained more support with trying new pedagogies with mobile terminals in the data-rich environment. These findings provide evidence to validate the effect of SCs on increasing teacher-student interaction and strengthening the students’ dominant position.


Author(s):  
Laura Singletary

The purpose of this study was to compare teachers’ time use and teaching behaviors including teacher talk, modeling, physical location/proximity to students, conducting, and instructional choices in middle school (Grades 6–8) beginning and advanced band settings, with the goal of identifying practices that are specific or unique to each setting. Participants ( N = 5) were expert middle school teachers who were recorded while teaching a heterogeneous beginning band and an advanced band class. I compared episodes of teacher and student behaviors including instruction, modeling, group/individual performance, and student talk, documenting frequency and time use in both settings. Results indicated differences in frequency and time for all observed episodes, with differences supporting greater emphasis placed on individuals in the beginning setting. I also found that teachers in the advanced setting addressed rehearsal frame targets representing traditional rehearsal goals more frequently (e.g., phrasing, articulation), whereas teachers in the beginning setting addressed targets representing typical beginning band goals more frequently (e.g., vocabulary/terms, rhythm literacy.)


2021 ◽  
Vol 12 (1) ◽  
pp. 141-162
Author(s):  
Aulia Rahmani ◽  
Asnawi Muslem ◽  
Bukhari Daud

This study was conducted at International Elementary School of Bunga Matahari to find out the type of teacher talk in English classroom interactions and the students’ responses on teacher talk of praises. The descriptive qualitative design was applied and aimed to analyze the types of talk employed by the teacher in the classroom interaction based on FIACSystem presented by Flanders (1970). The data were analyzed using an interaction model of Miles, Huberman, and Saldana (2013) et al. and focused on the teacher and student talk in ICP class. This research employed observation through video recording in order to reach the objectives of this study. The participant in this study were 45 students with 15 students in each class and 3 English teachers. The results showed that by analyzing responses of transcription from the observation, the teacher talk of giving praises is approximately less, giving direction dominates the teacher talk category that consists of direct influence of teacher talk. In addition, the students’ response was dominantly toward teacher talk of praises.


2020 ◽  
Vol 6 (4) ◽  
pp. 55-75
Author(s):  
Dina Abdel Salam El-Dakhs

The current study aimed to investigate how university teachers decline students’ requests. To this end, the realization strategies of the speech act of refusal by 60 faculty members at a private Saudi university were examined. Data were collected through role-plays and were coded by using an adapted version of Beebe, Takahashi and Uliss-Weltz’s (1990) model of refusal strategies and an adapted version of Trosborg’s (1995) model of internal modifiers. The results showed a clear preference for indirect strategies, a limited use of modifiers, particularly internal ones, and a minimal influence for gender and the teaching experience on the realization strategies. The results are interpreted in light of Brown and Levinson’s (1978, 1987) politeness theory, the use of English as a lingua franca, the specific context of teacher-student talk and the existing literature.


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