scholarly journals UNDERSTANDING TEACHER TALK AT ISLAMIC SECONDARY SCHOOL: A PILOT STUDY

2021 ◽  
Vol 6 (40) ◽  
pp. 321-336
Author(s):  
Muhammad Rushydi Musa ◽  
Faizahani Abd.Rahman ◽  
Mohd Aliff Mohd Nawi
Keyword(s):  
Pilot Study ◽  
Secondary School ◽  
English Language ◽  
Qualitative Inquiry ◽  
Teacher Talk ◽  
Research Paradigm ◽  
Audio Recording ◽  
Class Time ◽  
Language Classroom ◽  
Teacher Talk Time

This study explores the teacher talk in Islamic Secondary School during the English language classroom. This study follows a research paradigm associated with a naturalistic qualitative inquiry where the main focus is to understand the teacher talk's complexity. The study mainly employed audio recording for data analysis. There were two audio recording sessions in form four classes. The researcher selected two teachers for the audio recording. The findings shows teacher talk time had dominated most of the class time in which Teacher A had talked for 74% of the class time and Teacher B had talked for 68% of the class time.

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

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.

scholarly journals Communicating with Islamic Communication and Broadcasting English Language Learners

2018 ◽  
Vol 3 (1) ◽  
pp. 51
Author(s):  
Lina Masruuroh ◽  
Lyla Anggerwina Kusuma
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
First Language ◽  
English Language Teaching ◽  
Teacher Talk ◽  
Target Language ◽  
Communication Style ◽  
Effective Teacher ◽  
Language Classroom

Proper Teacher Talk (TT) used in the EFL classroom contributes to the effective communication in  TEFL. Teachers who are expected to implement proper and effective teacher talk are apparently seeing this as one of the most complicated elements to be appropriately integrated in EFL class due to the different context between target language and first language and also the excessive target language exposure that is given by English teacher to the students as one of authentic learning process in the classroom. Many research focus on researching effective TT strategy in general EFL classroom, however, there is ony limited number of them that focuses on researching this concept in Islamic classroom with its Islamic culture, Islamic learners and Islamic situations. This descriptive qualitative study discussed and proposed the effective teacher talks in supporting the success of teaching english as a foreign language classroom in Islamic context. This article had anaysed the interview result from 7 English-Islamic lecturers in Islamic Broadcasting and Communication Learners (KPI) major and used TT features which later focussed on its ammount, diction and questioning type under SLA theory. This article aims to explain why and what types of language of the proper communication style and strategies should be applied by the English lecturers in Islamic higher education for having the effective teacher talk to English-Islamic  learners, specifically to Islamic Broadcasting and Communication Learners, that could contribute to a professional development in English Language Teaching.

scholarly journals The Next Generation of Technology: Mobile Apps in the English Language Classroom

2016 ◽  
Vol 11 (04) ◽  
pp. 21 ◽  
Author(s):  
Jenny Eppard ◽  
Omaima Nasser ◽  
Preeya Reddy
Keyword(s):  
Qualitative Research ◽  
Pilot Study ◽  
United Arab Emirates ◽  
English Language ◽  
Mobile Apps ◽  
Research Needs ◽  
Research Journal ◽  
Language Classroom ◽  
English Program ◽  
Technology Specialists

The purpose of this research was to make suggestions for choosing Apps for a Foundation level English program in the United Arab Emirates. The program had to prepare for the integration of iPads into the English program for approximately 800 students. To prepare, the program launched a pilot study with a small group of teachers, administrators and technology specialists. We used qualitative research to fulfill our research needs which included participant diaries, focus groups, a research journal and observations. From the data, we developed a list of criteria for choosing Apps and a process for selecting Apps.

scholarly journals Exploring the Articulation of Sentence-Stress among Teachers of English in Selected Nigerian Secondary Schools

2020 ◽  
Vol 8 (3) ◽  
pp. p166
Author(s):  
Eunice Fajobi ◽  
Adenike Onadipe
Keyword(s):  
Secondary School ◽  
English Language ◽  
Secondary School Teachers ◽  
Oral Communication ◽  
English Teachers ◽  
Communication Analysis ◽  
Intended Meaning ◽  
Language Classroom ◽  
The Right ◽  
Sentence Stress

A number of studies on Nigerian English intonation, of which sentence stress is a part, reveal that Nigerian English is devoid of accentuation; it is generally spoken with tone. Even at that, none of these studies has analyzed how teachers of English in Nigeria articulate or utilize sentence stress in speech, whether consciously or unconsciously. This present study focuses, therefore, on the performance of secondary school English teachers in the use of sentence stress for effective communication. Analysis of 24 (12 short and 12 long) elicited English sentences uttered by 32 secondary school English teachers in Lagos State of Nigeria reveal a performance of only 27% correct accentuation and 73% incorrect accentuation. The study concludes that secondary school teachers of English in Nigeria have not adequately mastered the art of accenting the right words in sentences to accurately generate the intended meaning. Finally, the study recommends that intensive trainings be organized for teachers of English, thereby creating awareness of the need to treat sentence stress not only as a mere English Language classroom topic, but also as an effective tool of oral communication beyond the shores of Nigeria. 

scholarly journals Teacher Talk and Learner Talk in The Classroom Interaction (An Interaction Analysis to an English Language Class at SMP N 2 Sindang)

2018 ◽  
Vol 2 (1) ◽  
pp. 98-106
Author(s):  
Ivon Sagita
Keyword(s):  
English Language ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
English Teacher ◽  
Direct Influence ◽  
Class Time ◽  
Language Class ◽  
Academic Year ◽  
Analysis Category

The purpose of this research was to know what teacher talk constitute in classroom interaction, what learner talk constitute in classroom interaction and what percentages of the teacher and learner talk in classroom interaction. The methodology of research used in this research is interaction analysis. An English teacher and whole learners of VII A grade class at SMP N 2 Sindang were chosen as the sample in this research. The class is in the second semester in academic year 2009-2010. In this research the writer applied interview questions for teacher and learners and FIAC (Flanders Interaction Analysis Category). The result of this research showed that teacher more active than learner in the interaction. The teacher generally did most of talking during the lesson. In the available data showed that the teacher used more in indirect influence of FIAC category, they are; accepting feeling, encouragement, accepting or using idea of the learner, and asking question) rather than direct influence (lecturing, giving direction, and criticizing). It is about 49.6% / 16.4 %. Thus the total of teacher talk is 56.4% of the class time. Meanwhile the learners did more response rather than initiation with percentage 30.4% / 12.4% from the total learner talk is 42.8%

scholarly journals CLT Classrooms: Teachers' Role & A Bangladesh Perspective

IIUC Studies ◽  
2012 ◽  
Vol 7 ◽  
pp. 131-146
Author(s):  
Sawsan Tarannum
Keyword(s):  
English Language ◽  
Classroom Teacher ◽  
Student Interaction ◽  
Teacher Talk ◽  
English Learning ◽  
Crucial Importance ◽  
Organization And Management ◽  
Teacher Student ◽  
Language Classroom

This paper is designed to look at the role of teacher talk and teacher-student interaction in the management of communicative English learning. In particular, the focus is given on the activities of the teachers in a communicative English language classroom. For the organization of the classroom, teacher talk is of crucial importance. The language which teachers use is important for the organization and management of a communicative English language classroom, because it is the medium through which teachers either succeed or fail to implement their teaching plans. In this paper I have tried to discuss the role of a teacher in a communicative way. Teachers have to play different roles in CLT classrooms; therefore I will focus on their functions in general and their problems in the context of Bangladesh in particular. DOI: http://dx.doi.org/10.3329/iiucs.v7i0.12265 IIUC Studies Vol.7 2011: 131-146

scholarly journals The Analysis of Teacher Talk and The Characteristic of Classroom Interaction in English for Young Learner

2019 ◽  
Vol 8 (2) ◽  
pp. 166-174
Author(s):  
Nurul Khusnaini
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Learning Material ◽  
Language Classroom ◽  
New Learning ◽  
Asking Questions

ABSTRACT This study was aimed to find out the type of teacher talk and the characteristic of classroom interaction take place in the English language classroom of Semarang Multinational School.This study applied descriptive qualitative research. There were two activities in gathering the data of this study: observation and audio recording. In analyzing this study, the researcher used interactive theory proposed by  Flander (1989). The findings showed that based on Flanders Interaction Analisys Categories (FIAV), the teacher indirectly influenced the students in teaching and learning process by relying hard on asking questions. Besides asking questions to students, teacher also used (1) accepting students’ feeling, (2) praising or encouraging students, and (3) accepting or even using students’ ideas. In addition the pattern of content cross interaction tended to be more on asking questions than lecturing behavior. It indicated that teacher often relied on asking questions to students in the teaching and learning process rather than to introduce new learning material and help conveying information to students. In conclusion, the teacher indirectly influenced the students in the teaching and learning process. This kind of interaction indicated that teacher often relied on asking rather than lecturing the students. Keywords: Teacher Talk, Classroom Interaction, Flanders Interaction Analysis Categories

Critically examining the use of blog-based fanfiction in the advanced language classroom

ReCALL ◽  
2018 ◽  
Vol 31 (01) ◽  
pp. 40-55 ◽  
Author(s):  
Shannon Sauro ◽  
Björn Sundmark
Keyword(s):  
Teacher Education ◽  
Secondary School ◽  
Education Program ◽  
English Language ◽  
Teacher Education Program ◽  
Role Play ◽  
School Level ◽  
Teaching English ◽  
Language Classroom ◽  
Secondary School Level

AbstractThis paper critically examines the integration of online fanfiction practices into an advanced university English language classroom. The fanfiction project, The Blogging Hobbit, was carried out as part of a course in the teacher education program at a Swedish university for students who were specializing in teaching English at the secondary school level. Participants were 122 students who completed the course in 2013 and 2014. In both classes, students were organized into groups of three to six to write collaborative blog-based role-play fanfiction of a missing moment from JRR Tolkien’s fantasy novelThe Hobbit. The 31 resulting pieces of collaborative fanfiction, the online formats they were published in, the 122 reflective essays produced by the two classes, and interviews with a focal group of participants were used to explore how technology and learners’ experience with this technology may have mediated the resulting stories. In addition, the classroom fanfiction texts were compared with comparable online writing published in the fanfiction site Archive of Our Own (Ao3) to identify thematic and stylistic differences. The results showed that students’ lack of familiarity with publishing in blogs often posed a challenge that some groups were able to overcome or exploit to facilitate or enhance the readability of their completed stories. Compared to online fanfiction, the classroom fanfiction was less innovative with respect to focal characters yet more collective in its focus, with stories being told from multiple characters’ perspectives.

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