1. ABSTRACT This paper presents a novel method of improving classroom technology access in developing regions for use in distance and co-located education. By placing a mouse on each student’s desk in a classroom and connecting those mice to a single computer, the system affords simple anonymous and non-anonymous student interaction with a remote or co-located teacher. User interaction features...

1. ABSTRACT This paper presents a novel method of improving classroom technology access in developing regions for use in distance and co-located education. By placing a mouse on each student‟s desk in a classroom and connecting those mice to a single computer, the system affords simple anonymous and non-anonymous student interaction with a remote or co-located teacher. User interaction features...

Pairing theory with methodology, this study demonstrates how EFL teachers’ limited wait-time practice structures in and affects the structuring of the unfolding classroom discourse with reference to learners’ participation opportunities. Informed by the tenets of conversation analysis, we have observed, videotaped, and transcribed line-by-line 10 EFL teachers’ naturally-occurring classroom inte...

Patterns of Politeness in Teacher-Student Interaction: Investigating an Academic Context AbstractThis study investigated politeness strategies used in instructor-student relationships, in an academic environment. To conduct the study, four university classes with different instructors were randomly selected, observed and analyzed. Brown and Levinson’s theory of politeness was drawn on as the an...

In this work we focus on classroom discourse. Specifically, we describe an approach to modeling and tracking the classroom verbal interaction between teacher and students. We assume that the evolution of the classroom discourse takes place in a space whose dimensions correspond to specific discourse categories and thus the rate of occurrence of these events can be monitored, categorized and tra...

Teacher questions are claimed to be constitutive of classroom interaction because of their crucial role both in the construction of knowledge and the organization of classroom proceedings (Dalton Puffer, 2007). Most of previous research on teachers’ questions mainly focused on identifying and discovering different question types believed to be helpful in creating the opportunities for learners’...

We are interested in understanding how mobile devices can enhance lecture based pedagogy by allowing the instructor and students to interact electronically and in real time by exchanging lecture materials and in-class student work. We have deployed a Tablet PC based classroom interaction system in undergraduate courses, and developed a pedagogy which incorporates mediated student contributions ...

Despite the fact that there are a wide range of strategies used to foster interactions in EFL conversation classrooms, many novice teachers are not aware of them. In view of this problem, the current study aimed to identify such strategies commonly used by EFL teachers in conversation classrooms. To this end, fifty sessions of college level conversation classrooms were observed andtheir teacher...