Teacher–student interactions and feedback in English as a foreign language classrooms

Vattøy, Kim-Daniel; Gamlem, Siv M.

doi:10.1080/0305764x.2019.1707512

Cited by 25 publications

(21 citation statements)

References 48 publications

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“…Video-based peer feedback can help to promote teachers' professional vision of classroom management [19] and foster self-efficacy in classroom management by establishing competence support [15]. The teacher's self-development is an important skill that helps to improve teaching: to improve teacher's interaction with students [20], behavior [12], and linguistic skills [10]. Observations and self-assessments show that the teachers practiced considerably more of the teaching behaviors targeted [12].…”

Section: Video Recording Feedbackmentioning

confidence: 99%

Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study

2021

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This article presents a study on in-service professional development of Lithuanian secondary school language teachers. The motivation is based on the understanding of language education as a highly interactive, complex process that requires a teacher’s digital literacy skills combined with integrated instructional approaches. This requires the implementation of a set of professional development activities. As a research methodology, we use a mixed method approach based on collecting eye tracking data in the first phase and, then, focus on comparative teacher self-reflection using data analysis and qualitative interviews. Finally, based on the collected qualitative and quantitative data, educational experts develop and present recommendations on the scope and direction of professional development. As a result of this study, a comprehensive set of the eye tracking data from the experiment involving 93 participants in total and 23 recorded lessons is presented. This includes variables such as number of visits, time to first fixation, number of fixations, and fixation duration vertically and horizontally. The discussion presents the results of the qualitative part of the study, including comprehensive teachers’ feedback. In conclusion, an integrated training program for in-service language teachers is presented, including an eye tracking experiment that provides data for extensive self-reflection and feedback.

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Section: Video Recording Feedbackmentioning

confidence: 99%

Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study

2021

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“…Sometimes, it is very difficult to break this custom and rigid practice. Therefore, in this type of situation, the teachers should act as facilitators of learning (Vattøy & Gamlem, 2020) and not just transmitters of content. This is very much in line with the idea of scaffolding expressed by Vygotsky (1978) in his theory of Zone of Proximal Development (ZPD), wherein a guidance from a knowledgeable one (teacher) is required.…”

Section: Lls Used In the Learning Of Sfl In Indiamentioning

confidence: 99%

Use of Language Learning Strategies by Indian Learners of Spanish as A Foreign Language

Philominraj¹,

Ranjan²,

Saavedra³

et al. 2021

JSSH

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Learning a foreign language in a non-native context is both a challenging and difficult task. This learning encompasses many processes and follows different trajectories. One of the offshoots of these processes is the strategies used by the learners in their learning route. During the last forty-five years, the research in the learning strategies field has grown many folds and has contributed to our understanding of how the learners use these tools in their learning path. This article examines some of the common language learning strategies (LLS) employed by the students while learning Spanish as a foreign language (SFL) at two major Central Universities of India. The present study is carried out by using a mixed-method under the descriptive framework in which the common learning strategies have been analyzed and discussed. In terms of the higher proficient group, the result shows no statistically significant differences in the use of LLS, on the contrary, concerning the year of study, there were statistically significant differences in the use of LLS among the three groups. Finally, regarding the effectiveness of the use of LLS among the participants, the results underlined a need for explicit or implicit strategic training.

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“…Dette er ein metode som har vorte nytta i ei rekkje observasjonsstudiar i klasserom (t.d. Gamlem & Munthe, 2014;Vattøy & Gamlem, 2020).…”

Section: Datainnsamlingunclassified

14. Begynnaropplæring i skriving med og utannettbrett

Kobberstad¹,

Gamlem²,

Rogne³

2020

Digital Samhandling

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Teacher–student interactions and feedback in English as a foreign language classrooms

Cited by 25 publications

References 48 publications

Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study

Professional Development of In-Service Teachers: Use of Eye Tracking for Language Classes, Case Study

Use of Language Learning Strategies by Indian Learners of Spanish as A Foreign Language

14. Begynnaropplæring i skriving med og utannettbrett

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