Enhancing Academic Communication Skills Through Classroom Interaction: A Case Study of Secondary Schools in the Tahoua Region of Niger (original) (raw)
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African Journal of Empirical Research
Classroom interaction is very critical to the teaching and learning process in the second language classroom and speakers may encounter difficulties in expressing their communication intentions as a result of gaps in their linguistic repertoire. Necessarily, this study was conducted to ascertain the strategies students and lecturers of the University of Cape Coast use to compensate for gaps in their classroom interactions. The concurrent mixed method approach was used to study 128 students and 2 lecturers of the Department of Arts Education of the University of Cape Coast. Questionnaires and a structured observation guide were used to collect data from students and lecturers. It was found that students prefer to use non-linguistic means (indirect strategies) to convey their meaning. In contrast, lecturers prefer to use strategies that engage students in the conversation (interactional strategies). Fillers, self-rephrasing, and self-repetition were found to be the most frequently use...
African Journal of Empirical Research, 2022
Classroom interaction is very critical to the teaching and learning process in the second language classroom and speakers may encounter difficulties in expressing their communication intentions as a result of gaps in their linguistic repertoire. Necessarily, this study was conducted to ascertain the strategies students and lecturers of the University of Cape Coast use to compensate for gaps in their classroom interactions. The convergent mixed method approach was used to study 128 students and 2 lecturers of the Department of Arts Education of the University of Cape Coast. Questionnaire and an observational schedule were used to collect data from students and lecturers. It was found that students prefer to use non-linguistic means (indirect strategies) to convey their meaning while lecturers prefer to use strategies that engage students in the conversation (interactional strategies). Fillers, selfrephrasing, and self-repetition were found to be the most frequently used strategies by students and lecturers. The study concluded that interactional strategies are often used by lecturers as a teaching methodology even though excessive use of communication strategies sometimes disrupts instructional hours and impedes the proper acquisition of the English language. The study also recommends the use of more learner-centred teaching methodologies which will give students the opportunity to self-learn the second language by practicing it.
1 -CONVERSATION ANALYSIS OF CLASSROOM INTERACTIONS IN SECONDARY SCHOOLS IN ONDO STATE, NIGERIA
International Journal of Educational Issues, 2020
This descriptive-qualitative study examined communicative classroom discourse using the tools of conversation analysis and interaction that the teacher and students used during learning process. The subjects of this study were six English language teachers and 233 SS2 students from the three senatorial districts of Ondo State, Nigeria. The data were obtained through observations accompanied by audio-video recording which were transcribed into written form and analyzed using the analytical non-coding framework aspect of Flanders Interaction Analysis. The research findings showed that the predominant interaction involved in the classroom discourse was teacher-learner interaction while the classroom activities used frequently were lecturing and question and answer. Other-Initiated Self-Repair and Self-Initiated Self-Repair were mostly used. Turn-Taking was strictly on teachers' order and gender based. Adjacency pairs featured during the question and answer process to request for information. Background knowledge was discovered to be helpful to the learning process. Four kinds of speech acts, verdictives, directives, expressive and commissives were mostly used. The maxims of quantity and relevance were adequately observed. For learners to participate actively in classroom discourse, motivation, gender, and background knowledge are expedient and classroom activities should be suitable for the lesson process.
International Journal of English and Education , 2023
Language teachers and teachers' language are very necessary in developing and building /molding the entire lifestyles of students in and out of every academic environment. Their language can make or mar the understandings of the learners. Teachers generally are the audio-visuals that students at all levels emulate; their language is always accepted completely by some students (especially students at the lower levels). Without them academic activities cannot be successful. Also, where there are scarcities of language teachers; and teachers, unable to speak appropriately, the whole educational system will suffer a colossal loss and by extension, the society will be groping in total darkness (i.e. backward at all spheres of human life). This study therefore investigates language teachers and teachers' language in Nigerian universities. Data were sourced from lectures, teachers' interactions at meetings, workshops, seminars, messages from lecturers' WhatsApp groups and conferences. This study adopts Error Analysis and Symbolic Interactionalism as its theoretical frameworks. One of the major findings is that teachers' language has duplicating effects and indelible imprints on the lives of the students; therefore, teachers should recognise who they are and use language appropriately for effective communication.
Zenodo (CERN European Organization for Nuclear Research), 2023
The main purpose of this study was to improve freshman students' limited participation in the Communicative English Language Skills II classroom activities taking section 'L' fresh man students of Mekdela Amba University by the year 2022 in focus. To put this in to effect, action research design was used. To collect data section freshman 'L' students, which are 46 in number by the year 2022 were used by using available sampling strategy from Mekdela Amba University. After the data were collected using classroom observation and focus group discussions, the analysis were conducted using narrative description (using thematic qualitative method of analysis). After intervention practices the researcher observed significant changes towards the frequency and number of participants during the actual classroom. And finally based on the findings of the study, some possible suggestions were recommended to responsible bodies.
Asian People Journal (APJ), 2021
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 ...
Foreign Language Classroom Interaction: Does it Promote Communicative Skills?
International Journal of Educational Methodology, 2020
Classroom interaction is an essential element in developing communicative skills. In a foreign language context like Burkina Faso, the classroom appears as the only setting that provides an opportunity for English language learners to practice their communicative skills. In the classroom, teachers create opportunities for interaction between students and their peers, between students and teachers, and between students and teaching materials. Although those interactions are expected to promote English language acquisition, they sometimes seem insufficient. In this paper, the author examines the interactions between teachers and their students. The author seeks to understand the extent to which they can be conducive to communicative skills. The methodology used to collect this data is qualitative, mostly based on classroom observation and interviews. The participants are high school classroom teachers and their students. The results unveiled that the nature of the interaction was dete...
International Journal of English Language Education, 2021
Whenever we speak, we use specific strategies to help us achieve our communication goals (Nakatani, 2006). These can be reduction or achievement strategies. Achievement strategies are used by teachers and students to help them overcome their inadequate linguistic knowledge (Trihastuti & Zamzani, 2018) so that lessons can ensue smoothly. This study sought to investigate achievement communicative strategies used by lecturers and students in two public tertiary institutions in Ghana. An observational descriptive case study design was adopted with 12 Communication Skills classrooms purposively sampled from the two institutions. Lesson recording and observation were the instruments used to collect data and analysed using conversation analysis. The analysis revealed that strategies such as code-switching, all-purpose words, literal translation, and appeal for assistance were employed whenever lecturers and students realized they had problems expressing their intended meaning and they need...
Classroom Interaction: A Key to Effective Teaching and Learning in Secondary Schools in Tanzania
The idea that classroom interaction should take place in classroom became more popular in second/foreign language classroom. Studies have revealed that through classroom interaction knowledge is constructed and skills are developed. Therefore, learners are supposed to be given opportunities to use language naturally rather than only memorizising dialogues and pattern practices. Teachers play a great role in facilitating students' language learning. This article examines effectiveness of teacher teaching techniques in promoting English language learning in secondary schools in Tanzania, a case study of Arusha city.
Classroom Interaction in the English Department Speaking Class at State University of Malang
This study involved the teacher and students who were taking Speaking II class at the English Department of State University of Malang. The data was collected by conducting a non-participant observation, recording, and interview. Based on the analysis, the present study reveals that classroom interaction (CI) is the realization of a lesson plan which is organized in patterns of CI. There are five patterns of CI identified. The most dominant pattern is student-student (S-S) CI. Nine interactional strategies are used by the teacher and ten by the students. Speaking II class can be facilitated by implementing certain classroom procedures. The students' communicative ability is described in terms of the frequency of use of the interactional strategies troughout the semester.