The Educators Rising conference will give future teachers an opportunity to demonstrate their skills and learn from peers and professionals. Katelen Bennett is the 2022-23 Educators Rising National ...Student Vice President of Communications. Tiana Jackson is the recipient of the Dr. J. Arnold Webb Endowed Scholarship for 2022. Amy Weems is spotlighted for her support of Educators Rising.
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Students generate internal feedback by comparing their current knowledge against some reference information. That information might be planned for by teachers - usually as comments on students' ...performance - although most information is accessed by students themselves during task engagement, from their interactions with others, with resources and from memories of prior performances. Nearly all research on feedback in higher education focuses on comments as the comparison information. Ongoing and natural feedback comparisons with other information sources have been neglected: hence their potential for learning remains unexplored. To unlock the power of internal feedback, teachers need to have students turn some natural comparisons that they are making anyway, into formal and explicit comparisons and help them build the capacity to exploit their own comparison processes. To envision the possibilities, I present a new model of how students generate internal feedback as they self and co-regulate their learning, using information from multiple sources. I also synthesise two bodies of research to show how comparisons with different kinds of information, singly and in combination, can alter the nature and quality of the internal feedback that students generate. This lens of comparison changes everything. It calls for a fundamental shift in feedback practices and research.
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Despite featuring prominently in religions and legal frameworks, and being discussed by anthropologists and sociologists in relation to rights and obligations in society, reciprocity has not received ...the attention it deserves in the (im)politeness literature. This article proposes and defines the Principle of (Im)politeness Reciprocity, which concerns the (mis)matching of (im)politeness across participants in interaction – something which can be construed in terms of a debit-credit balance sheet. We claim that this principle, driven by morality, is a fundamental mechanism in shaping (im)politeness in interaction and triggering the search for (im)politeness implicatures. We show how it impacts on various kinds of (im)politeness and interacts with context, especially power. The latter part of the article, focusing on requestive exchanges, is more quantitative in orientation, involving studies based on informant testing and corpus analysis. These reveal, for example, that (im)politeness matching is by far the most common interaction, that mismatches are perceived as clear deviations, and that certain kinds of (mis)matching are associated with specific contexts (e.g. school classroom interaction is associated with downward shifts from polite to less polite). Finally, we briefly discuss future research avenues.
•The Principle of (Im)politeness Reciprocity is proposed.•Morality is claimed to be fundamental to (im)politeness reciprocity.•How reciprocity shapes interactions and triggers (im)politeness implicatures is revealed.•How reciprocity impacts on and interacts with context, especially power, is revealed.•How reciprocity works in the context of requestive exchanges is revealed.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
It is now widely believed that classroom dialogue matters as regards student outcomes, with optimal patterns often regarded as requiring some or all of open questions, elaboration of previous ...contributions, reasoned discussion of competing viewpoints, linkage and coordination across contributions, metacognitive engagement with dialogue, and high student participation. To date, however, the relevance of such features has been most convincingly examined in relation to small-group interaction among students; little is known about their applicability to teacher-student dialogue. This article reports a large-scale study that permits some rebalancing. The study revolved around 2 lessons (covering 2 of mathematics, literacy, and science) that were video recorded in each of 72 demographically diverse classrooms (students' ages 10-11 years). Key measures of teacher-student dialogue were related to 6 indices of student outcome, which jointly covered curriculum mastery, reasoning, and educationally relevant attitudes. Prior attainment and attitudes were considered in analyses, as were other factors (e.g., student demographics and further aspects of classroom practice) that might confound interpretation of dialogue-outcome relations. So long as students participated extensively, elaboration and querying of previous contributions were found to be positively associated with curriculum mastery, and elaboration was also positively associated with attitudes.
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Despite the growing body of research on boredom in traditional, in-person English classes, little is known about how this silent, aversive emotion is experienced by students learning English in ...online classes prompted by the current COVID-19 health crisis. To fill this gap, the present study explores causes of and solutions to boredom as well as the time of class deemed more/less boring by 208 English major students in Iran. Drawing on maximum variation sampling, the data, collected through a written, open-ended questionnaire and semi-structured interviews, were thematically analyzed through MAXQDA (Version 2020) to derive themes relating to the issues under investigation. Findings revealed that (1) teachers’ long, monotonous monologues, lack of student participation, logistical problems, and carelessly chosen, repetitive tasks were the main sources of boredom; (2) most of the suggested solutions revolved around making the class livelier through more teacher-student interaction, improving inter-personal relationships, and solving technological problems; and (3) although boredom may be experienced throughout online English classes, even at the outset, it tends to reach its apex towards the end. The findings are discussed in terms of lessons for teachers and teacher educators to improve the experience of online English education during and beyond the COVID-19 pandemic.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Background
The use of chatbots as learning assistants is receiving increasing attention in language learning due to their ability to converse with students using natural language. Previous reviews ...mainly focused on only one or two narrow aspects of chatbot use in language learning. This review goes beyond merely reporting the specific types of chatbot employed in past empirical studies and examines the usefulness of chatbots in language learning, including first language learning, second language learning, and foreign language learning.
Aims
The primary purpose of this review is to discover the possible technological, pedagogical, and social affordances enabled by chatbots in language learning.
Materials & Methods
We conducted a systematic search and identifies 25 empirical studies that examined the use of chatbots in language learning. We used the inductive grounded approach to identify the technological and pedagogical affordances, and the challenges of using chatbots for students’ language learning. We used Garrison's social presence framework to analyze the social affordances of using chatbots in language learning
Results
Our findings revealed three technological affordances: timeliness, ease of use, and personalization; and five pedagogical uses: as interlocutors, as simulations, for transmission, as helplines, and for recommendations. Chatbots appeared to encourage students’ social presence by affective, open, and coherent communication. Several challenges in using chatbots were identified: technological limitations, the novelty effect, and cognitive load.
Discussion and Conclusion
A set of rudimentary design principles for chatbots are proposed for meaningfully implementing educational chatbots in language learning, and detailed suggestions for future research are presented.
Lay Description
What is already known about this topic
Chatbots can communicate with users in the target languages.
Chatbot‐supported activities enable an authentic language environment.
The use of chatbots is limited by their capabilities.
What this paper adds
This review is the first to examine the usefulness of chatbot in language learning.
Using chatbots had positive results on students' behavioural outcomes.
Social presence can be established through the use of chatbots.
Three main challenges of using chatbots are found.
Implications for practice and/or policy
Chatbots can perform the function of learning partners outside the classroom.
Educators can use chatbots to personalize assessment and feedback practices.
Researchers are advised to include objective measurements in future studies.
Teachers' perceptions of using chatbots could be explored in the future.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
The issue of communication and communication is receiving increasing attention in both contemporary studies and educational literature, and these studies emphasize the importance of studying ...communication within the classroom, which inevitably applies to the importance of relationships and tensions in the field of teaching art in particular because it is an emotional field that provides an opportunity for communication competencies and skills to be prominent and take Its wide scope, both among the students themselves and between teachers and students. The means of communication are the vessel in which the cultural relations and the commonalities between people revolve. The process of building relationships between students depends in many aspects on what they possess of these competencies and on the mechanisms of their work in the educational environment.
In this research, the researchers deal with communication, and then it is a communication process between students, which must be fragmented and highlighted in a way that allows it to be employed as an educational stimulus that contributes to achieving the greatest amount of the process of acquiring educational and technical experiences inside and outside the classroom, and in a way that contributes to the achievement of educational goals. To the fullest.Studying the topic of research on studying the topic of study in exchange for research in the theoretical study is very beautiful in return for obtaining an opportunity in exchange for an opportunity to study in art education lessons, and horseback riding. Direct and descriptive about it.
Engagement represents the goal most teachers seek when imagining the ideal classroom. When teachers speak of motivating their students, they refer to getting them on task, inducing them to pay ...attention, helping them complete assignments, and stimulating them towards asking probing questions. All the while, students feel relaxed, energized, joyous in their learning. Numerous theoretical frameworks have been tied to engagement, indicating its importance as a construct beyond any one single paradigm. Some models treat engagement as an outcome, others a dynamic pivot in the motivational process, and reciprocally related to student and teacher interactions. The topic has wide coverage in first language studies, and has been a topic of growing interest in education and educational psychology, but has had only limited adoption as a topic of study in language education. As a construct more easily recognizable to teachers, discussing engagement may help bridge the “black box” world of the classroom, the “impractical” world of educational theory, and the “uninformed” perspective of lay theorists. The current review covers the basic theoretical and methodological issues in measuring and using engagement as a construct for understanding second and foreign language learning in classrooms.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NLZOH, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UILJ, UL, UM, UPCLJ, UPUK, ZAGLJ, ZRSKP
Teachers ask counselor Phyllis Fagell for help with their interactions with students. One 3rd-grade teacher is frustrated with herself for losing her cool when students misbehave. A 6th-grade teacher ...wants to help a socially awkward boy in her class to improve his relationships with his peers. Another teacher wonders why her long-time principal never uses her first name.
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