英语论文网

n, gesture evaluation, posture evaluation, and intonation evaluation. These non-verbal forms of evaluation can directly or indirectly convey the teachers’ attitude and evaluation of students, which can have a significant impact on students. Dai Peng (2007) categorized teacher evaluation language in the classroom into three dimensions: knowledge-based evaluation language, ability-based evaluation language, and affective-attitudinal evaluation language. On the other hand, ability-based evaluation language places emphasis on evaluating students’ capacity to apply knowledge and skills. Affective-attitudinal evaluation language involves the expression of the teachers’ emotions and attitudes towards students, such as liking, caring, or disappointment. Liu Dong and Gao Feng (2008) categorized it into five types: right-wrong, questioning, follow-up questioning, probing, and ignoring. Right-wrong evaluation language refers to the simple judgment of student answers by teachers, while questioning evaluation language uses questions to guide students to think deeply. 

Chapter 3 Research Methodology ................................. 20

3.1 Research Questions ............................. 20

3.2 Research Subjects ...................................... 20

Chapter 4 Results and Discussion ......................... 26

4.1 Results and Discussion of Questionnaire ............................ 26

4.1.1 The Overall Situation of Students’ Classroom Participation ....................... 26

4.1.2 The Situation of Students’ Behavioral Participation.................... 27

Chapter 5 Conclusion ................................. 55

5.1 Major Findings ......................................... 55

5.2 Implications ................................ 57

Chapter 4 Results and Discussion

4.1 Results and Discussion of Questionnaire

4.1.1 The Overall Situation of Students’ Classroom Participation

Students’ classroom participation questionnaire is based on the questionnaire developed by Kong Qiping (2003) for the book Student Engagement in the Process of Mathematics Teaching, which has three dimensions: behavioral participation, cognitive participation, and emotional participation. It has 36 items on a 5-point Likert scale. The data on student participation were examined using SPSS 26.0 to determine the overall situation of student participation in class. This study explores and evaluates students’ classroom participation in terms of “behavioral participation,” “cognitive participation,” and “emotional participation”. Table 4-1 shows the specific results for each dimension. Through the comparison analysis of these three aspects, we can completely grasp the core situation of students’ classroom participation in junior high school English classroom teaching.

Chapter 5 Conclusion

5.1 Major Findings

The current status of students’ classroom participation and the usage of classroom evaluation language by four English teachers in a junior high school in Luoyang City is gathered via questionnaire, classroom observation, and interview. The classr本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。