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Year 2023, Volume: 5 Issue: 1, 54 - 63, 21.06.2023

Vedat Kızıl

Abstract

References

  • Abou El-Seoud, M., Taj-Eddin, I., Seddiek, N., El-Khouly, M., & Nosseir, A. (2014). E-learning and students' motivation: a research study on the effect of e-learning on higher education. International Journal Of Emerging Technologies In Learning (IJET), 9(4), pp. 20-26.
  • Assilkhanova, M., Tazhbayeva, S., & Ilimkhanova, L. (2014). Psychological Aspects of Pedagogical Communication. Mediterranean Journal of Social Sciences, 5(20), 2726-2728.
  • Barber, M., & Mourshed, M. (2007). How the World’s best education systems come out on top. London, UK: McKinsey.
  • Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 27, 459–472.
  • Bell, J.S. (2002). Narrative inquiry: more than just telling stories. TESOL Quarterly (36), 207–13.
  • Benson, P. (2011). Teaching and Researching Autonomy in Language Learning (2nd ed.). London, UK: Pearson Education.
  • Bernstein-Yamashiro, B., & Noam, G. G. (2013). Teacher-student relationships: A growing field of study. New Directions for Youth Development, 13(7), 15-26.
  • Bowyer, K. W. and Hall, L. O. (2001): Reducing effects of plagiarism in programming classes. Journal of Information System Education, 12(3): 141-148.
  • Downer, J., Sabol, T. J., & Hamre, B. (2010). Teacher–child interactions in the classroom: toward a theory of within-and cross-domain links to children’s developmental outcomes. Early Education and Development, 21(5), 699–723.
  • Fedynich, L. V. (2014). Teaching beyond the classroom walls: The pros and cons of cyber learning. Journal of Instructional Pedagogies, 13, 1.
  • Hamre, B. K., & Pianta, R. C. (2005). Can instruction and emotional support in the first grade classroom make a difference for children at risk of school failure? Child Development, 76, 949–967.
  • Hrastinski, S. (2008). Asynchronous and synchronous e-learning. EDUCAUSE Quarterly, 4.
  • Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262–273.
  • Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79, 327–365.
  • McCormick, M. P., O’Connor, E. E., Cappella, E., & McClowry, S. G. (2013). Teacher–child relationships and academic achievement: A multilevel propensity score model approach. Journal of School Psychology, 51, 611–624.
  • Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children’s achievement trajectories in elementary school. American Educational Research Journal, 45, 365–397.
  • Resnick M.D., Bearman P.S., Blum R.W., Bauman K.E., Hanrris K.M., Jones J., Tabor J., Beuhring T., Sleving R.E., Shew M., Ireland M., Bearlager L.H., Udry J.R. (1997). Protecting adolescents from harm: Findings from the national longitudinal study on adolescent health. Journal of the American Medical Association, 278, 823-832.
  • Roorda, D. L., Koomen, H. M. Y., & Spilt, J. L. (2011). The influence of affective teacher–student relationships on student’s school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81, 493–529.
  • Rutter, M., & Maughan, B. (2002). School effectiveness findings 1979–2002. Journal of School Psychology, 40(6), 451-475.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
  • Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14(3), 213–231.
  • Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988–2018). American Journal of Distance Education, 33(4), 289–306.
  • Steenbeek, H., Jansen, L., & van Geert, P. (2012). Scaffolding dynamics and the emergence of problematic learning trajectories. Learning and Individual Differences, 22(1), 64–75. Suciu, L. (2014). The role of communication in building the pedagogical relationship. Procedia - Social and Behavioral Sciences, 116, 4000-4004.
  • Valiente, C., Lemery–Chalfant, K., Swanson, J., & Reiser, M. (2008). Prediction of children’s academic competence from their effortful control, relationships, and classroom participation. Journal of Educational Psychology, 100, 67–77.
  • Wedenoja, L. (2020). What to expect when you weren’t expecting online classes. Rockefeller Institute of Government.
  • Wubbels, T., Brekelmans, M., Mainhard, T., den Brok, P. J., & van Tartwijk, J. (2016). Teacher student relationships and student achievement. In K. R. Wentzel & G. B. Ramani (Eds.), Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes (pp. 127–142). New York: Routledge/Taylor & Francis.

An Evaluation of Teacher-Student Interaction During Online Lessons

Year 2023, Volume: 5 Issue: 1, 54 - 63, 21.06.2023

Vedat Kızıl

Abstract

The current evaluation study aims to describe the interaction between teachers and their students during online EFL lessons at tertiary level and examine the relationship between such interaction and student engagement. To this end, 5 EFL teacher-student pairs were chosen through purposeful sampling as well as snowballing method, and by employing a qualitative approach, they were interviewed twice. First interview was aimed to obtain the accounts of the participating teachers and students’ experiences, and the second interview was aimed to corroborate the findings with the participants. The results suggest that (i) the interaction between the teachers and students during online lessons were limited due mostly to technological challenges and lack of knowledge regarding the instructional use of technology, and (ii) the participants perceived this low-level interaction as one of the possible factors affecting student engagement negatively.

Keywords

teacher-student interaction online instruction student engagement

References

  • Abou El-Seoud, M., Taj-Eddin, I., Seddiek, N., El-Khouly, M., & Nosseir, A. (2014). E-learning and students' motivation: a research study on the effect of e-learning on higher education. International Journal Of Emerging Technologies In Learning (IJET), 9(4), pp. 20-26.
  • Assilkhanova, M., Tazhbayeva, S., & Ilimkhanova, L. (2014). Psychological Aspects of Pedagogical Communication. Mediterranean Journal of Social Sciences, 5(20), 2726-2728.
  • Barber, M., & Mourshed, M. (2007). How the World’s best education systems come out on top. London, UK: McKinsey.
  • Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as a fundamental human motivation. Psychological Bulletin, 27, 459–472.
  • Bell, J.S. (2002). Narrative inquiry: more than just telling stories. TESOL Quarterly (36), 207–13.
  • Benson, P. (2011). Teaching and Researching Autonomy in Language Learning (2nd ed.). London, UK: Pearson Education.
  • Bernstein-Yamashiro, B., & Noam, G. G. (2013). Teacher-student relationships: A growing field of study. New Directions for Youth Development, 13(7), 15-26.
  • Bowyer, K. W. and Hall, L. O. (2001): Reducing effects of plagiarism in programming classes. Journal of Information System Education, 12(3): 141-148.
  • Downer, J., Sabol, T. J., & Hamre, B. (2010). Teacher–child interactions in the classroom: toward a theory of within-and cross-domain links to children’s developmental outcomes. Early Education and Development, 21(5), 699–723.
  • Fedynich, L. V. (2014). Teaching beyond the classroom walls: The pros and cons of cyber learning. Journal of Instructional Pedagogies, 13, 1.
  • Hamre, B. K., & Pianta, R. C. (2005). Can instruction and emotional support in the first grade classroom make a difference for children at risk of school failure? Child Development, 76, 949–967.
  • Hrastinski, S. (2008). Asynchronous and synchronous e-learning. EDUCAUSE Quarterly, 4.
  • Klem, A. M., & Connell, J. P. (2004). Relationships matter: Linking teacher support to student engagement and achievement. Journal of School Health, 74, 262–273.
  • Martin, A. J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice. Review of Educational Research, 79, 327–365.
  • McCormick, M. P., O’Connor, E. E., Cappella, E., & McClowry, S. G. (2013). Teacher–child relationships and academic achievement: A multilevel propensity score model approach. Journal of School Psychology, 51, 611–624.
  • Pianta, R. C., Belsky, J., Vandergrift, N., Houts, R., & Morrison, F. J. (2008). Classroom effects on children’s achievement trajectories in elementary school. American Educational Research Journal, 45, 365–397.
  • Resnick M.D., Bearman P.S., Blum R.W., Bauman K.E., Hanrris K.M., Jones J., Tabor J., Beuhring T., Sleving R.E., Shew M., Ireland M., Bearlager L.H., Udry J.R. (1997). Protecting adolescents from harm: Findings from the national longitudinal study on adolescent health. Journal of the American Medical Association, 278, 823-832.
  • Roorda, D. L., Koomen, H. M. Y., & Spilt, J. L. (2011). The influence of affective teacher–student relationships on student’s school engagement and achievement: A meta-analytic approach. Review of Educational Research, 81, 493–529.
  • Rutter, M., & Maughan, B. (2002). School effectiveness findings 1979–2002. Journal of School Psychology, 40(6), 451-475.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
  • Sabol, T. J., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14(3), 213–231.
  • Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988–2018). American Journal of Distance Education, 33(4), 289–306.
  • Steenbeek, H., Jansen, L., & van Geert, P. (2012). Scaffolding dynamics and the emergence of problematic learning trajectories. Learning and Individual Differences, 22(1), 64–75. Suciu, L. (2014). The role of communication in building the pedagogical relationship. Procedia - Social and Behavioral Sciences, 116, 4000-4004.
  • Valiente, C., Lemery–Chalfant, K., Swanson, J., & Reiser, M. (2008). Prediction of children’s academic competence from their effortful control, relationships, and classroom participation. Journal of Educational Psychology, 100, 67–77.
  • Wedenoja, L. (2020). What to expect when you weren’t expecting online classes. Rockefeller Institute of Government.
  • Wubbels, T., Brekelmans, M., Mainhard, T., den Brok, P. J., & van Tartwijk, J. (2016). Teacher student relationships and student achievement. In K. R. Wentzel & G. B. Ramani (Eds.), Handbook of social influences in school contexts: Social-emotional, motivation, and cognitive outcomes (pp. 127–142). New York: Routledge/Taylor & Francis.
There are 26 citations in total.

Details

Primary Language English
Subjects Language Studies
Journal Section Articles
Authors

Vedat Kızıl 0000-0003-0589-0877

Publication Date June 21, 2023
Published in Issue Year 2023 Volume: 5 Issue: 1

Cite

APA Kızıl, V. (2023). An Evaluation of Teacher-Student Interaction During Online Lessons. Eurasian Journal of English Language and Literature, 5(1), 54-63.