Tag Archives: interaction

A 3-Way Paradigm of Lesson Study Strategy on Teachers’ Productivity, Teaching Profession and Trainee Proficiency: A Contemporaneous Paradigm (Published)

This paper is showcasing a tripartite interwoven interactions in  Education, that sychronously run to address a-3Way-Paradigm  through the Lesson Study Strategy in the new millenium classroom. The quest for professionality and functionality will continue to make all educational stakeholders dive for strategies that will pave way for maximum productivity in the ocean of knowledge economy of the world. Lesson Study is a pedagogical strategy that is capable of producing productive interactions that revolve roundabout the 21st Century Classroom Teachers, the acts of Teaching and the Trainees. The process opens with a team of concerned teachers collaborating on a common discipline of  interest. The goals of teaching and learning, how and what to employ in order to achieve the identified goals in the classroom are discussed. Classroom presentation is a collective resposibility of everyone in the team. One of the team members presents the teaching interactions with tthe students while others are in the classroom as observers. The team reviews and scrutinises the classroom interactive outcomes outside the classroom thereafter and effective remidiation is put in place for the overall achievement of the identified goals. In this paper therefore, the productivity of the teacher, process of teaching and proficiency of the trainees are independently focused. Lesson Study as a teaching strategy is capable of producing professionalism in the Teacher, productivity in  Teaching and proficiency in the Trainees.

Keywords: Collaboration, Pedagogy, Performance, Remidiation, Tripartite, interaction, professionalism

A Perspective on the Co-Involvement of the Provider and the Recipient in the “Production” of Educational Services (Published)

The way in which the recipient of goods or services can be determined to engage in the production activity (which includes different stages such as design, production, delivery and advertising) is one of the points of interest for marketing researchers. The present study analyses the favourable conditions for this to happen, taking into account factors such as physical and emotional presence, communication or enthusiastic connection to the objectives proposed jointly by the provider and the recipient. The research consists of applying a questionnaire to the educational services sector. Constructs are analysed in terms of their reliability and validity before using linear regression to estimate how the variables are connected one to other. The results indicate that, among the indicators with which co-involvement has significant correlations, the indicator Didactic methods used in the classes influence the teacher-student communication remains significant, therefore it has an explanatory character. The involvement of the provider and the recipient in achieving the same objectives is, in the end, co-involvement, i.e. the pursuit of performance by achieving the proposed objectives. The analysis of the results shows that, by his behaviour, the provider influences the recipient’s decision to get involved or not in co-production.

Keywords: Co-Involvement, communication, interaction

How Can Asynchronous Computer Mediated Communications ACMC Be Exploited To Help Develop the Speaking Skills of the Saudi English Language Learner (Published)

Computer mediated communications cmc, are classified into two types, synchronous and asynchronous. Synchronous cmc are methods of communication in which communicators respond immediately to each other, e.g. chatline and SMS while asynchronous cmc has a time difference between the period of production and reception of messages, such as  emails and bulletin boards. These networking technologies have had an enormous impact on language learning at various parts of the world. Saudi Arabia, is witnessing an unprecedented increase in the importance of English as a lingua franca as an answer to its economic needs. However, Saudi community is basically conservative and sex-segregation is maintained at schools which result in limited opportunities for language interaction. Therefore, asynchronous cmc seems to be compatible and has a particular relevance to the Saudi learners because it cuts out the potential for the cultural problems which might be imposed by the above norms and practices of the society. This paper will investigate the viability of introducing asynchronous cmc as vehicle for interaction to the Saudi ELT classrooms from a linguistic, interactional, cultural and teaching perspectives.

Keywords: Asynchronous CMC, Cultural-sensitivity, English language teaching, Flaming, Language productivity, interaction

How Can Asynchronous Computer Mediated Communications ACMC Be Exploited To Help Develop the Speaking Skills of the Saudi English Language Learner (Published)

Computer mediated communications cmc, are classified into two types, synchronous and asynchronous. Synchronous cmc are methods of communication in which communicators respond immediately to each other, e.g. chatline and SMS while asynchronous cmc has a time difference between the period of production and reception of messages, such as emails and bulletin boards. These networking technologies have had an enormous impact on language learning at various parts of the world. Saudi Arabia, is witnessing an unprecedented increase in the importance of English as a lingua franca as an answer to its economic needs. However, Saudi community is basically conservative and sex-segregation is maintained at schools which result in limited opportunities for language interaction. Therefore, asynchronous cmc seems to be compatible and has a particular relevance to the Saudi learners because it cuts out the potential for the cultural problems which might be imposed by the above norms and practices of the society. This paper will investigate the viability of introducing asynchronous cmc as vehicle for interaction to the Saudi ELT classrooms from a linguistic, intractional, cultural and teaching perspectives.

Keywords: Asynchronous CMC, Cultural-sensitivity, English language teaching, Flaming, Language productivity, interaction

The Study of Grammar Instruction for Communicative Purpose in High Schools of Vietnam (Published)

A large number of people have wondered how a language could absolutely exist without grammar. Most of them thought that people might communicate with each other by a language without grammar rules or forms. Even after communicative methodology appeared in the 1970s, researchers of grammar had indicated that the grammar should be ignored in teaching language. However, recent studies showed that grammar instruction within communicative contexts could let learners gain high proficiency level, both in accuracy and fluency. Ellis & Celce-Murcia (2002) claimed that learners should be provided authentic discourse samples of the contextually dependent grammatical rules. Florez (1999) emphasized that learners could not speak accurately and fluently without any grammar instruction. Clearly, grammar plays an important role in the progress of language acquisition. In this paper, a report on the application of some ways to teach English grammar for communicative purposes will be fully described. Moreover, the role of grammar instruction in language classroom should be discussed in this paper.

Keywords: CLT, Grammar Instruction, PPP, Task-based, communication, interaction

STUDYING THE RELATION BETWEEN SELF-LEADERSHIP WITH JOB SATISFACTION AND PERFORMANCE IMPROVEMENT (Published)

Purpose: Customer satisfaction in modern organizations requires employees’ job satisfaction that can be led to performance improvement in the organization. In this regard, self-leadership and strengthening of it among the employees and managers can facilitate this issue. Purpose of the present paper was to study the relation between self-leadership with job satisfaction and performance improvement. Methodology: Ninety two employees of the Economic Affairs and Finance Organization in Kermanshah province were studied for data collection among whom eighty seven were prepared to respond to research questions. The applied tools included standard questionnaire of self-leadership, job satisfaction and performance improvement and statistical techniques such as t-value test, confirmatory factor analysis and structural equations using SPSS and Smart PLS software were utilized for data analysis. Findings: The results revealed that self-leadership has a positive and significant effect on job satisfaction and performance improvement (p< 0.05). Also behavior-oriented and natural reward strategies have a significant relation with job satisfaction while the relation between constructive thinking strategy and job satisfaction is not significant. Similarly the significant relation between job satisfaction and each component of performance improvement has been confirmed. Hence, it is recommended to managers to help employees utilize self-leadership as an incentive for job satisfaction and thus performance improvement by trying towards self-direction and spontaneity so that organizations act better in adapting with dynamic environments and remain stable in the competitive world.

Keywords: Employee Motivation, Job Satisfaction, interaction, performance improvement, self-leadership