ELF interactions in English-medium engineering classrooms

ELT Journal ◽  
2020 ◽  
Vol 74 (4) ◽  
pp. 418-427
Author(s):  
Kari Sahan
Keyword(s):  
Language Use ◽  
Classroom Interaction ◽  
Classroom Interactions ◽  
Observation Data ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
English Medium Instruction ◽  
Communicative Strategy

Abstract At many universities, English serves as a lingua franca (ELF) between teachers and students for whom English is not their L1. Despite the spread of English-medium instruction (EMI), empirical research on the nature of teacher–student interactions in EMI classrooms remains limited. This study examines the use of ELF in EMI engineering classes at a university in Turkey to explore how teachers and students use code-switching as a communicative strategy in classroom interactions. Data were collected and analysed using a qualitative approach. Nearly 14 hours of classroom observation data were collected from three lecturers and analysed according to patterns of classroom interaction and language use. The findings suggest that teachers and students prioritize communicative efficiency over an adherence to monolingual, NS norms in classroom interactions. Pedagogical implications are discussed for ELT specialists tasked with preparing students for academic study in English and supporting content lecturers in EMI settings.

scholarly journals Do Teachers Treat Their Students Differently? An Observational Study on Teacher-Student Interactions as a Function of Teacher Expectations and Student Achievement

2020 ◽  
Vol 2020 ◽  
pp. 1-8
Author(s):  
Eddie Denessen ◽  
Annelies Keller ◽  
Linda van den Bergh ◽  
Paul van den Broek
Keyword(s):  
Mathematics Achievement ◽  
Teacher Expectations ◽  
Classroom Interactions ◽  
High Expectation ◽  
Student Interactions ◽  
Teacher Expectation ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
And Mathematics

Through classroom interactions, teachers provide their students with different opportunities to learn. Some kinds of interactions elicit more learning activities than others. With differential treatment of students, teachers may exacerbate or reduce achievement differences in their classroom. In addition, differential interactions may contribute to teacher expectation effects, with teachers treating their high-expectation students more favourably. This study investigated how differential teacher-student interactions are related to students’ mathematics achievement and teachers’ expectations. In eight fourth-grade classrooms in the Netherlands, interactions between teachers and students (N = 152) were observed in maths lessons. Data regarding teachers’ expectations about their students and mathematics achievement tests scores were collected. Analyses indicated that there were relations between teacher expectations and teachers’ classroom interactions. Teachers gave more direct turns and more directive feedback to their low-expectation students, who were also the students who performed low in maths. After controlling for actual achievement, it appeared that students for whom the expectations were lower than could be expected based on their performance received more direct turns and directive task-related feedback. These results point to the existence of teacher expectation effects.

scholarly journals Augmented Reality (AR) in Physics Learning: Opportunities to Improve Teacher and Student Interaction in Online Learning

2021 ◽  
Vol 4 (2) ◽  
pp. 145-157
Author(s):  
Siti Nurhasanah ◽  
Abdurrahman Abdurrahman ◽  
Doni Andra ◽  
Kartini Herlina
Keyword(s):  
Online Learning ◽  
Augmented Reality ◽  
Learning Experience ◽  
Student Interaction ◽  
Student Interactions ◽  
Effective Learning ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
Data Collection Technique

This study aims to describe the views of teachers and students in Islamic schools regarding Augmented Reality (AR) assisted learning to facilitate student involvement in learning, as well as increase teacher-student interactions in the learning process during the Covid-19 pandemic. This study uses a mixed method with a qualitative-quantitative explanatory design. The data collection technique used a questionnaire involving 31 respondents, 3 teachers, and 3 students as resource persons in three Islamic high schools in Lampung Province. The results of the study show that AR-assisted methods have the potential to increase teacher-student interaction by implementing a Learning Management System (LMS) that suits their needs and learning facilities. The results also show that AR provides an effective learning experience, because it displays 3D images so that it is easily accepted by students and makes students interested in learning during online learning. Therefore, the use of AR in learning has the opportunity to increase learning interactions between teachers and students.

Speech Acts of Classroom Interaction

2018 ◽  
Vol 4 (2) ◽  
pp. 24
Author(s):  
Ahmad Syaifudin Azhari ◽  
Priono ◽  
Nuriadi
Keyword(s):  
Speech Acts ◽  
Classroom Interaction ◽  
Male Students ◽  
Pragmatic Competence ◽  
Student Interactions ◽  
Dominant Type ◽  
Efl Context ◽  
Teacher Student ◽  
Illocutionary Act ◽  
Teachers And Students

Speech acts of classroom interaction have been an interesting topic both in ESL and EFL context. Little research, however, has been held in analyzing speech acts of classroom interaction and its relation to strategies used in EFL context. This paper aims at investigating the types and frequency of speech acts performed in terms of teacher-student interactions. It also focuses on analyzing strategies used by teachers and students in performing the illocutionary act of imperatives. Qualitative method is used by means of mixed pragmatic-discourse approach. The data were collected through observation and recording. Three English teachers and 30 male students grade IX of MTs NW Putra Nurul Haramain are participants for gathering the data. The study reveals that four types of speech acts performed are imperatives, assertive, expressions, and commissives. Of those speech acts performed, the very dominant type of speech acts performed, about 120 acts or 43% is imperatives.  Assertions about 117 acts or 42% are dominant acts.  Expressions about 34 acts or 12% area less dominant category and Commissives about 7 or 2,5% are not dominant. In relation to strategies used in realization of imperatives, the study recognizes that requests as strategies used in realization of request are (a) formal completeness (propositional completeness and modification), (b) level of directness (mood derivable, performative, hedged performative, locution derivable, and conventionally indirect), (c) point of views, (d) context, and (e) mood. The study reveals that imperatives as the most type of illocutionary act performed in classroom interaction. Furthermore, it also indicates the lack of students’ pragmatic competence in performing such an act. For that reason, teachers need to expose the learners with communication strategies in order to speak accurately and appropriately in different context. It needs a further study about pragmatic competence needed in EFL context and material designs for teaching such competences.

A Preliminary Investigation of Teacher-Reported, Classroom-Level Adversity and Teacher–Student Interactions

2021 ◽  
pp. 106342662110202
Author(s):  
Kristen L. Granger ◽  
Michael D. Broda ◽  
Jason C. Chow ◽  
Nicholas McCormick ◽  
Kevin S. Sutherland
Keyword(s):  
At Risk ◽  
Preliminary Investigation ◽  
Personal Accomplishment ◽  
Interaction Patterns ◽  
Student Interactions ◽  
Group Settings ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teachers And Students ◽  
Additional Support

Early elementary-aged students with and at risk of emotional and behavioral disorders (EBD) tend to develop negative interaction patterns with their teachers. This preliminary study examines the extent to which symptoms of teacher burnout and teacher reports of classroom adversity are associated with the likelihood of negative interactions between teachers and students with and at risk of EBD. We conducted observations to assess teacher–student interactions in individual and group settings, and teachers reported on burnout and classroom adversity. This study included 10 teachers and 15 of their students with or at risk of EBD. High levels of classroom adversity increased the likelihood of negative teacher–student individual interaction. High levels of classroom adversity modified the relation between personal accomplishment and negative teacher–student interactions in group settings. Findings suggest teachers may need additional support for engaging in high-quality interactions with students with and at risk of EBD, particularly in classrooms facing high levels of adversity, and inform intervention design and implementation.

scholarly journals Asking about Content and Adding Content: two Patterns of Classroom Interaction

2012 ◽  
Vol 14 (1) ◽  
pp. 28
Author(s):  
Edgar Lucero Batavia
Keyword(s):  
Conversation Analysis ◽  
Speech Acts ◽  
Classroom Interaction ◽  
Target Language ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
University Level ◽  
Interactional Patterns ◽  
Present Characteristic

This research project focuses on identifying and describing the interactional patterns and the speech acts that emerge and are maintainedthrough teacher-student interactions in a university-level EFL Pre-intermediate class. This work also analyzes how these patterns potentiallyinfluence the participants’ interactional behavior. This study then answers two questions: what interactional patterns emerge and how they arestructured in interactions between the teacher and the students in the EFL class? And, how can the utterances that compose the interactionalpatterns potentially influence both interactants’ interactional behavior in the EFL class? The description and analysis of the problem followethnomethodological conversation analysis. The findings show that there are two main interactional patterns in the EFL class observed for thisstudy: asking about content, and adding content. Both patterns present characteristic developments and speech acts that potentially influencethe teacher and students’ interactional behavior in this class. These findings serve as a reference and evidence for the interactional patterns thatemerge in EFL classroom interaction and the influence they have on the way both interactants use the target language in classroom interaction.

Staying in the comfort zones – Low expectations in vocational education and training mathematics teaching in Sweden and Finland

2016 ◽  
Vol 16 (4) ◽  
pp. 425-439 ◽  
Author(s):  
Per-Åke Rosvall ◽  
Carina Hjelmér ◽  
Sirpa Lappalainen
Keyword(s):  
Vocational Education ◽  
Mathematics Teaching ◽  
Vocational Education And Training ◽  
Skilled Workers ◽  
Student Interactions ◽  
Academic Knowledge ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Low Expectations ◽  
Teachers And Students

Vocational education has a historical legacy of being low-status and aimed at producing skilled workers. Students with low marks in comprehensive school are still often guided to the vocational educational track. In this article we examine how mathematics teaching in a vocational educational context is framed (henceforth VET). Therefore, our aim with this article is to explore how teacher responses come into play in school mathematics classes, and the teacher–student interactions within those practices. The empirical material is based on educational ethnographic research, i.e. classroom observations and interviews, conducted in three upper secondary institutions, two in Sweden and one in Finland. The results indicate that both teachers and students seem to remain in what might be called their ‘comfort zones’, i.e. that pedagogic practices tend to strengthen the idea of a vocational learner as being practically oriented; using their hands instead of their heads and in need of care and surveillance. The analysis focuses on mathematics teaching rather than on the content and was chosen because it is associated with general qualifications and the notion of lifelong learning. In this respect it exemplifies the growing tension in VET between workplace and academic knowledge.

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

2021 ◽  
Vol 4 (2) ◽  
pp. 90-103
Author(s):  
Bello Ibrahim ◽  
Hannatu Isa Dodo ◽  
A'isha Aliyu Garba
Keyword(s):  
Public Schools ◽  
Classroom Interactions ◽  
Target Language ◽  
Student Interactions ◽  
Teacher Student ◽  
Teacher Student Interactions ◽  
Teacher Students ◽  
Senior Secondary Schools ◽  
Senior Secondary ◽  
Observation Scheme

Abstract: 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

Sign in / Sign up

Export Citation Format

Share Document