Fatmawati Fatmawati, Wastri Pebriani, Ria Riski Marsuki

Teacher Talk and Student Talk: Classroom Interaction in Online CFL Class

Introduction

Teacher talk and student talk: classroom interaction in online cfl class. Explore teacher-student interaction in online Chinese as a Foreign Language (CFL) classes. Discover methods to foster effective, engaging online learning environments and boost student participation.

Abstract

This study explores the interaction between “Teacher Talk” and “Student Talk” in an online Chinese as a Foreign Language (CFL) class. The goal is identifying methods to leverage these dynamics to create more effective and engaging online learning environments. This research uses a qualitative research design to understand the dynamics of interactions between teachers and students in CFL online classes. Data was collected through observation and video recording in four CFL online classes with the participation of 16 students and four teachers. Data analysis uses Flanders Interaction Analysis Categories (FIAC) to identify interaction patterns and themes. The study findings show that effective interactions between teachers and students are critical in establishing collaborative and valuable online learning experiences. Effective student participation often depends on guidance and encouragement from teachers, who create a supportive and participatory learning environment.

Review

The study titled "Teacher Talk and Student Talk: Classroom Interaction in Online CFL Class" addresses a highly pertinent and critical area within language pedagogy, particularly given the sustained shift towards online learning environments. The central goal of identifying methods to leverage teacher and student talk to foster more effective and engaging online CFL experiences is both timely and significant. The abstract clearly outlines a qualitative research design, employing observation and video recording, which is an appropriate approach for delving into the complex dynamics of classroom interaction. The use of Flanders Interaction Analysis Categories (FIAC) is a well-established and suitable framework for systematically analyzing interaction patterns. The methodology described, involving data collection from four online CFL classes with 16 students and four teachers, provides a focused scope for in-depth qualitative analysis. While the sample size is modest, it is fitting for a qualitative exploration aiming to understand nuanced interaction dynamics rather than broad generalization. The preliminary findings presented in the abstract highlight the crucial role of effective teacher-student interactions in establishing collaborative and valuable online learning experiences. Specifically, the observation that effective student participation is significantly driven by teacher guidance and encouragement points towards actionable insights for pedagogical practice, emphasizing the teacher's pivotal role in cultivating a supportive and participatory online atmosphere. While the abstract effectively establishes the study's importance and preliminary findings, a full paper would benefit from a more detailed exploration of *how* specific types of teacher talk encourage particular forms of student talk, and which interaction patterns correlate most strongly with improved learning outcomes or engagement metrics. Further elaboration on the nature of "guidance and encouragement" and concrete examples from the data would enhance the practical applicability of the findings. Nonetheless, this research offers valuable insights for CFL educators seeking to optimize their online instructional strategies. By illuminating the critical link between teacher communicative behaviors and student engagement, the study holds the potential to inform professional development and curriculum design, ultimately contributing to more dynamic and student-centered online language learning environments.

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