University of Groningen Get it together Smit, Nienke

Get it together

Smit, Nienke

DOI:

10.33612/diss.160498701

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Publication date:

2021

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Citation for published version (APA):

Smit, N. (2021). Get it together: exploring the dynamics of teacher-student interaction in English as a

foreign language lessons. University of Groningen. https://doi.org/10.33612/diss.160498701

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Appendix 1

EFL reading comprehension observation protocol (ERCOP)

Instruction

1 has good introductory hands-on tasks to build initial interest

2 relates text to students’ background knowledge

3 uses a flexible lesson design to facilitate the student’s reading process

4 makes the students active participants in the reading lessons

5 uses coherent lesson procedures

6 creates a supportive environment

7 monitors students while working independently on the reading task

Explaining

1 uses signposting of lesson goals during activities

2 teaches students to use strategies for deriving meaning of an unfamiliar word

3 teaches students to self-evaluate their reading

4 checks that students are aware of reading relevance

5 introduces key words critical to understanding important concepts

6 teaches useful phrases that are relevant for the task

7 explains the usefulness of the vocabulary for the students’ needs

Hints

1 breaks down a complex reading task into sub-activities when necessary

2 helps students to make inferences from the context

3 encourages students to seek help from a peer

4 encourages more capable students to “learn by teaching”

7 helps students to understand the characteristics (genre, register) of a text

8 helps students to clarify (passages from) the text

9 lets students create vivid mental images related to the text

Modeling

1 helps students to manage reading time efficiently

2 uses visual materials (e.g. video, pictures, graphic organizers)

3 helps students to give L2 output

4 uses the L2 for instruction for 75-100% the lesson

Feedback

1 uses repetition

2 uses clarification requests in L2

3 uses recasts in L2

4 uses explicit correction

5 gradually withdraws teacher support from the reading task

6 gives feedback on the students’ learning process

7 gives positive praise when praise is due

8 allows the students to use the L1 in the lesson

Questioning

Appendix 2

Coding scheme teacher questions in English lessons (QAELT step 1)

This coding scheme aims to code questions English teachers ask their students in EFL lessons at havo / vwo level in Dutch secondary education. The main goal of the system is to ensure that observers look through the same lens when they are observing lessons. This means that there is agreement on the moment the question is asked and the nature of the question. The unit of analysis in this coding scheme are units of a teacher question combined with the answer of one or several students. Time series are coded in the web-version of Mediacoder

Part 1: Time stamps

START: Press Q every time a teacher asks a question and write down the teacher question

in the comment box. This results in a time stamp that marks the start of an interaction.

- There is no separate time stamp for every time a student starts an interaction. Any

student response /extended turn is part of the previous teacher start.

- After the teacher question there is usually a response by one or several students.

These utterances belong to the event that is coupled with the teacher question.

· Whenever a student gives an unsolicited answer (for instance to a question that

was addressed at another student), this (unsolicited) student response still belongs to the same event,

- The event continues during a thinking pause / thinking time

- Encouragement: The event continues (and coincides with a student response)

whenever a teacher encourages a student to give a more extensive answer

· For instance: So…? Meaning…? Elaborate…?

- The unit of analysis (event) stops whenever a (any) student has answered the

question and something new happens.

- The (teacher) use of “right” to keep the students’ attention (as a filler) does NOT count as a question.

- Whenever a teacher repeats the question without pause, this does not qualify as

a new question.

- The event continues when a teacher gives additional instructions between question

and answer.

NEW EVENT: a new teacher question.

- The teacher asks the same question to the same student / group of students.

- NB when a student asks a question and the teacher bounces this question

to another student this also qualifies as a new question.

- The teacher asks the same question to another student (turn taking)

- NB if the teacher repeats the question, for instance by saying “Kevin?”

this also counts as a new question. The reason for this is that a response is expected.

- The teacher encourages another student to answer the question.

- The teacher does not receive an answer and rephrases and then repeats the

question.

- There is a pause / silence

- Any pause / silence that lasts longer than 10 seconds

- Elicitation, clarification and elaboration count as a new question

- E.g.: asking for new information to clarify

- E.g. student initiative (in the form of a student question)

- Assign code X to unintelligible group work or showing videos in class.

Appendix 3

QAELT Flow chart

START yes no Does the teacher want an answer? TEACHER QUESTION no yes Does the  question have one

answer? yes no Does the  teacher know the answer? Non-elicitation Closed question Clari cation question Open-ended question LEARNER ANSWER no yes Does the learner answer? no yes Does the teacher accept this? yes no Does the teacher simplify, wait, clarify,

repeat, or change the question? no yes Is the answer simple? (1-3 words) yes no Is the answer complex? (= or >1 sentence) Outside coding scheme (teacher and learners do something else) BACK TO START The answer is simple The answer is complex The answer is complete There is no answer

Appendix 4

Coding scheme teacher questions in English lessons (QAELT step 2)

1. Whenever several questions are asked about the same content, we speak about

self-iteration. This should be coded as one question, at the level of the last question (because in terms of content it is one question phrased in two questions) 2. Whenever several questions are asked without pause, but the content of the

question contains at least two different topics, questions should be coded separately.

3. Whenever several students answer the same question, code the highest level.

4. Whenever a question is repeated (new event), the repeated question receives the

same code as the previous question.

5. Whenever a teacher asks a new question in order to check comprehension of

the previous question, the comprehension check receives the same code as the previous answer.

6. Whenever a teacher gives students the instruction, phrased as question, to read

Teacher question scale Code: 0 Label: Non-elicitation Type: Closed Utterance length: NA Cognitive level: NA Description:

These are questions that cannot be answered. For instance, when a teacher does not respond to what the student(s) say. The teacher asks something but does not elicit a response from the student. There is no room for a student answer or thinking. The teacher does not leave a pause for the student to answer. OR This category includes instructions which are phrased as questions. Only verbal responses count. This category includes questions to which the students can only respond non-verbally. Instructions phrased as a question to which a teacher does not want an answer (yet) are also coded as non-elicitation.

Examples:

- “Because it is a different voice, right? Remember that, how the story ended? You

don’t want to repress your feelings, do you?”

- “Could you read this?”

- “ Why did you think I asked you to find pen and paper?”

Code: 1

Label: Closed question

Type: Closed

Utterance length: Short

Cognitive level: Undemanding Description

Questions for definitions, facts or specific terms / words. These are questions asked to see if the learner understood or remembered something. The question is framed in such a way that the student only has to complete a sentence, give a short or yes/no answer. There is a pre-defined answer to this question. Students can answer this question by reproducing lesson content. These are typically WHAT/WHO/HOW MANY questions. The category also includes questions that might have complex lesson content, but guide students in a specific direction that is determined by the teacher. Also questions that only require the students to say for instance “Yes, me” or “No, I didn’t” belong to this category.

Examples

- “What happened? What does the note say? The effect of repression of what?”

[This is a chain of questions that should be coded together. The chain goes from a relatively open question to a closed question which can easily be answered in one or a few words.)

- “Ah, Simon, what’s this word?”

- “Do you think it’s true?” (while discussing an assignment)

- “Did he kill eleven women? Yes?”

- “What is scanning?”

- “What’s a fictional character?”

- “Is there anyone who wants to say what that is?” (The answer to be expected here

is yes or no.)

- “What did this person do?”

Code: 2

Label: Clarification question

Type: Semi-open

Utterance length: Full sentence Cognitive level: Demanding Description

A question asked to elicit (more) language and to encourage students to verbalize their answers in full sentences. The question tends to focus on both language and content. Answers to these questions are predominantly descriptive. Students say in their own words what they have heard, read or seen. A teacher asks these questions to sustain the dialogue. This includes questions that ask for explanation or for summarizing in their own words. This category includes questions to make sure the teacher and the other learners understand each other correctly. Teacher encourages students to put the main idea in their own words.

Examples

- “What is his problem? Why does he lock himself up in his laboratory?”

- “How does Art feel about his brother?”

- “Is that what you mean?” “Do you think it’s true?” (in een dialoog, als reactie op

wat iemand anders / de schrijver beweert)

- “What do you do when you are scanning?”

- “What are the main themes we identified in this chapter? “

- “Anything else to add?”

- “What happens in here?”

Code: 3

Label: Open-ended

Type: Open

Utterance length: Full sentence or longer Cognitive level: Very demanding Descriptions

Questions asked to find out meanings, reasons, opinions, predictions, justifications or metacognitive questions. These are questions asked to probe and challenge students’ views. Open-ended questions focus on shared meaning making, on asking students to verbalize their thinking. These questions encourage extended student turns. This includes questions without a predefined answer. The question might open up the possibility to add a new element to the lesson. This category includes all WHY questions.

Examples

- “Why do you think it would be a second honeymoon? What normally happens on

your first honeymoon?”

- “What sort of effects of Victorian society on its people were expressed here?”

- “So what do you do when you tackle a multiple choice question?”

Code: 9

Label: Missing

Type: Unintelligible teacher utterance Utterance length: NA Cognitive level: NA Descriptions NA Examples NA

Student answer scale

Code: 0

Label: Off task / none

Type: NA

Utterance length: NA Cognitive level: NA Description

Behavior is not connected to the teacher question; learners are not paying attention. Learner does not respond to the teacher question.

Example

Learner is not paying attention, playing with phone, writing/drawing doodling, staring etc. Silence, no response. “ Sorry?” “ Huh?”

Code: 1

Label: Simple

Type: Closed

Utterance length: 1-3 words Cognitive level: Undemanding Description

Learner understands the question and gives very short answer (1-3 words) OR student asks what s/he needs to do. OR student reads out the assignment / text. The type of phrases like “I don’t know” should also be included in this category.

Examples

- “It was a Nazi.”

- “His dead brother.”

- “Repression of feeling.” [Recap of explicit information from the lesson.]

- “ What page?”

Code: 2

Label: Complete

Type: Semi-open

Utterance length: Full sentence or longer Cognitive level: Demanding

Description

Learner answers the question, gives the information that can derived from the lesson content. The learner is familiar with both the language s/he is using and the content. This category might include responses in which the learner uses repetition.

Examples

He is good at fixing things.[Interpretation of a text.] “I do, but I don’t mind explaining it.” (Response to a closed teacher question about whether or not students know what a particular literary concept means.)

Code: 3

Label: Complex

Type: Open

Utterance length: Longer than one sentence Cognitive level: Demanding

Description

Learner gives complex / long (>1 sentence) and, or extensive answer to the teacher’s question (for instance by adding new elements to the lesson. OR Learner adds a new perspective to the lesson. OR learner asks the teacher a question to probe).

Code: 9

Label: Missing

Type: Unintelligible student utterance1

Utterance length: NA Cognitive level: NA

Teacher and student language scale General coding rule:

Whenever the difference between Dutch and English is unclear because the words are similar in both languages, code the same language that is used before and after this particular answer.

Code 0

Label None / No response

Code 1

Label Dutch

Code 2

Label Mix Dutch - English

Code 3

Appendix 5

Appendix 6

Classroom observation procedure checklist

1. Email teacher with observation request

a. After confirmation: Email informed consent teacher

2. Check informed consent teacher

3. Email informed consent parents (opt out)

a. Check informed consent parents

4. Schedule observation with teacher

5. Send reminder to parents

6. Email teacher a few days beforehand with:

a. Confirmation of observation time and meeting place

b. Link for students’ consent

c. Request for contact details IT person at the school

7. Get in touch with IT person to arrange fast internet access for uploading video

materials to university’s secured sever immediately after lesson observation

a. Refer school IT coordinator to [name university’s technical support staff]

if necessary

8. Email teacher the morning before:

a. Link for teacher’s BEFORE lesson questionnaire

b. Remind re: student consent form

9. Check informed consent students (record number & names of students who haven’t filled out consent form)

10. Make all necessary photocopies (see below)

11. Charge and clear audio and video equipment

Bring on the observation day:

1. laptop

2. Camera (charged)

3. SD cards (empty)

4. Tripod

5. Sound recorders (check batteries)

6. Public transport business travel card

7. QR codes

8. Book token for teachers

9. Student questionnaires

10. Consent forms (hard copies for students who forgot to sign)

11. Teacher questionnaires

Procedure at school:

1. Find IT coordinator to set up internet access (cable connection)

2. Connect with teacher

3. Check if teacher has completed BEFORE questionnaire

4. Ensure students have time to complete questionnaire by end of lesson (negotiate

this with teacher, ask to be allowed to signal when it is time to do questionnaires?)

5. Double-check number of students who have filled in the consent form, ask

teacher’s help in having the rest sign paper copies at the beginning of lesson

6. Set up voice recorders

7. Film teacher during lesson

8. Count number of students present during the lesson (also #boys #girls)

9. Connect laptop and save data in secured folder at the University’s network

10. Pseudonymize the data file

11. Clear SD card

Appendix 7

Chi-Square analysis table for all lessons in Chapter 4

Lesson ID n χ2 _{df p} 1 8 0 1 1 2 54 7.321 4 .120 3 68 3.724 4 .445 4 54 3.111 4 .540 5 89 3.319 4 .506 6 64 2.116 4 .715 7 135 4.777 4 .311 8 76 3.619 4 .46 9 42 .031 1 .861 10 84 4.355 4 .36 11 46 6.280 4 .179 12 70 6.714 4 .152 15 42 .079 1 .779 16 84 .312 4 .989 17 72 11.964 4 .018* 18 18 1.447 4 .836 19 59 11.592 4 .021* 20 40 2.170 4 .705 21 13 4.033 2 .133 22 79 3.409 4 .492 23 16 5.76 1 .016* 24 80 10.462 4 .033* 25 39 2.798 4 .592 26 29 .000 1 1 27 32 1.361 4 .851 28 69 2.330 4 .675 29 136 2.371 4 .668 30 51 4.771 4 .312 31 99 3.779 4 .437 32 102 12.812 4 .012* 33 55 3.510 4 .476 34 7 .109 1 .741 35 84 10.476 4 .033*

Continued: Lesson ID n χ2 _{df p} 39 69 9.961 4 .041* 40 102 3.574 4 .467 41 117 6.904 4 .141 42 60 10.885 4 .028* 43 35 7.996 4 .092 44 44 3.025 4 .554 Note. *p<.05

Appendix 8

Appendix 9

Questionnaire The Teacher’s Turn

Dear colleague,

We are interested in understanding teacher student interaction in the language classroom. We would like to ask you 6 questions about this topic. Please be assured that your responses will be kept anonymous. The survey should take you no more than 3 minutes to complete. Participation is voluntary. You have the right to withdraw participation at any point for any reason. If you would like to contact the researcher please e-mail Nienke Smit - N.Smit@rug.nl.

Kind regards,

Nienke Smit - Teacher Educator & PhD candidate

1. By clicking yes, you acknowledge that your participation in the study is voluntary

and that you are aware that you may choose to terminate your participation at any time and for any reason.

 Yes, I will participate (1)

 No, I will NOT participate (2) => skip to end of survey

2. I teach at a school for

 VMBO (1)

3. At university I work as a…  NA (0)  Teacher (1)  Researcher (2)  Both (3) 4. I am a...  Male (1)  Female (2)  Other (3)

5. Years of teaching experience

 0-5 (1)

 More than 5 (2)

6. Do these observations confirm what you expected?

 No, this is better than I expected (1)  Yes, this confirms what I expected (2)  No, this is worse than I expected (3)

7. How do you perceive the level of interaction in your lessons?

 I do not teach (0)  The same or lower (1)  Higher (2)

8. In your opinion, what is the BEST explanation for this type of classroom behavior?

Please choose one option.

 Language skills: students are not fluent enough (1)

 Emotional factors: speaking the foreign language in the classroom makes students

feel uncomfortable (2)

 Lesson content: students are not interested in the lesson topic / theme (3)  Teaching materials: materials do not encourage students to participate actively (4)

9. Do you think there is way in which this type of interaction can be improved?  Yes (1)

 No (2)

10. In your opinion, what is the BEST measure to improve classroom behavior. Please

choose one option.

 I do not think classroom interaction can be improved (1)

 By increasing attention for vocabulary and conversation skills (2)

 By making students feel more competent (formative evaluation) (3)

 By teaching about topics that interest the students (4)

 By making teaching materials more interesting (5)

 By increasing the motivation for learning English (6)

11. OPTIONAL: Please write down any other ideas you have to encourage students to

be more active during the language lesson (open question)