Chroma Key Enhance Students’ Verbal Participation During Form One English Language Lesson

Technology in the ESL classrooms is not something new.Using Chroma Key helps in making lesson more interactive, enjoyable and interesting.With the combination of physical and virtual technology, Chroma Keyorfrequently known as GreenScreen,creates a platformformeaningful learning. This study reveals how the use of Chroma Keyempowersa class of Form One, lower secondary school students to accomplish tasks and provides a comfortable environment to enhance students’ verbal participationsduring ESL lesson in Malaysia.

Student Participation and Engagement

This first data-based chapter shows how the sequentiality and temporality of student actions can be used to characterize their participation and engagement in classroom interaction. Traditionally, researchers and teachers have focused on students’ verbal participation, and this chapter likewise focuses on students’ verbal contributions to demonstrate how participation and engagement might be disambiguated. A new term, studenting, is introduced here as well. This concept refers to student actions which may be characterized as a category-bound action of the role “student” undertaken at the “wrong” time or as a performance of participation. The analysis also shows how individual student actions may be visualized as a wave of student responses. Examples include choral responses, teacher-student interaction, and student-student interaction.

How silence facilitates verbal participation

The article reports a qualitative-quantitative case study of 239 Vietnamese university students’ perspectives on the effects of their silence on the formulation and quality of their talk. It presents participants’ voices with regards to whether and how their silent thinking influences verbal communication in the English language classroom and discusses the dynamics of productive learning strategies that would benefit the quality of speech. Data from an open-ended questionnaire reveal insights into students’ silent and verbal learning with a focus on the logical relationship between the two modes. Three findings coming out of this project include different nuances of the silent learning behaviour, the frequency of success in producing speech after mental processing practice, and a range of practical strategies that helps turn thoughts into verbal output. The study unpacks the importance of silence as autonomous learning and proposes relevant classroom activities for more rewarding outcomes.

The Influence of Robot Verbal Support on Human Team Members: Encouraging Outgroup Contributions and Suppressing Ingroup Supportive Behavior

As teams of people increasingly incorporate robot members, it is essential to consider how a robot's actions may influence the team's social dynamics and interactions. In this work, we investigated the effects of verbal support from a robot (e.g., “good idea Salim,” “yeah”) on human team members' interactions related to psychological safety and inclusion. We conducted a between-subjects experiment (N = 39 groups, 117 participants) where the robot team member either (A) gave verbal support or (B) did not give verbal support to the human team members of a human-robot team comprised of 2 human ingroup members, 1 human outgroup member, and 1 robot. We found that targeted support from the robot (e.g., “good idea George”) had a positive effect on outgroup members, who increased their verbal participation after receiving targeted support from the robot. When comparing groups that did and did not have verbal support from the robot, we found that outgroup members received fewer verbal backchannels from ingroup members if their group had robot verbal support. These results suggest that verbal support from a robot may have some direct benefits to outgroup members but may also reduce the obligation ingroup members feel to support the verbal contributions of outgroup members.

The Factors Influencing Grade VIII Students’ Verbal Participation In English Class

This study was held to identify the factors behind students’ lack of verbal participation in English class. This research was a qualitative case study research, with 26 students of grade VIII at one private school in Jakarta as the subject of research. The instrument used was questionnaire which analyzed using thematic-analysis method. The results showed there are five factors influencing students’ lack of verbal participation. It started from teacher’s personality that makes the students having lack of self-efficacy in English lesson, lack of self-confidence in speaking English, lack of preparation before the English class begins, and the fear of making mistakes and being laughed at by others. This study also suggested some teaching strategies that could be used by the teachers to improve students’ verbal participation in English class or to overcome the factors behind students’ lack of verbal participation, such as Inquiry-Based Learning (IBL), Contextual Teaching Learning (CTL), and Cooperative Learning (CL).

Investigating Learner Silent and Verbal Responses to Tasks

This article reports a study on EFL/ESL learner perceptions of classroom tasks with reference to verbal or non-verbal participation, that is, how much speech and silence would be employed in response to a rage of task types. Data were collected from 260 learners from Indonesia and the Philippines. The article begins by explaining why silence and speech are the focus of the discussion. Secondly, it shares the literature review on how silence works in language learning and why it deserves a place in classroom teaching. Thirdly, it highlights classroom tasks that trigger silent processing and explain why this is the case. Finally, there are recommendations for task design in which similar activity types are introduced to assist the learning of reflective students.

The Verbal Participation in Arabic Language: A Linguistics Study: المشترك اللفظي في اللغة العربية: دراسة لغوية

The purpose of this research is to study the verbal Participation in Arabic language, in terms of: its concept, the reasons for its occurrence, its types, and the position of some ancient and modern linguists, the researcher used the descriptive analytical method based on observation, induction and analysis. The research concluded that the verbal subscriber is a formal semantic issue that takes place at the level of the verbal, as it expresses in it one word for one or more meaning, and that it is a clear sign in the language, there is no way to deny it, even if the old and modern linguists disagreed about whether or not it occurred in the Arabic language.

Silence is Gold?: A Study on Students’ Silence in EFL Classrooms

The current paper explores the silent behavior of students within EFL classrooms. It investigates reasons behind students’ in-class silence, or lack of verbal participation, and then puts forwards several suggested solutions for more effective in-class conversation. The population for this study consists of 85 English-major students at a university of foreign languages in Hanoi, Vietnam and the data are collected via questionnaire and semi-structured interview. The findings indicate various causes of students’ classroom silence: personal and impersonal, linguistic and psychological factors such as students’ personality and language proficiency, teachers’ methodology, lesson contents, and class cooperation. Together with the theoretical discussion, the empirical evidence revealed by this study can perhaps help applied linguistics practitioners/ teachers gain more heightened awareness and deeper understanding of students’ silent behavior. The current study purposefully targets at enhancing both the English teaching and learning efficiency at this foreign-language university.

What is wrong with silence in intercultural classrooms? An insight into international students’ integration at a UK university

Recent research has reported a common tendency for international students to be silent in the classroom, identifying language competence and cultural difference as main barriers to participation. However, insights into the integration of international students within the classroom context remain rather limited. Grounded in the framework of Lave and Wenger’s community of practice, this paper examines the issue of silence in verbal participation of postgraduate international students of different socio-cultural backgrounds in a UK university context. Findings reveal tensions in classroom activities resulting from different perceptions and attitudes towards oral participation. Comparative analyses in different classroom communities and peer interactions were carried out to provide implications for practice to better integrate international students within educational context.