[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-268486-105":59,"doc-detail-268486-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","elis-research-digest-vol-2-issue-3","ELIS Research Digest - Vol. 2 - Issue 3","","ELIS Research Digest Vol. 2, Issue 3 synthesizes literature on how teacher-student interactions within classrooms shape student motivation and English language learning in school settings. The reviewed studies connect motivating teaching practices to classroom interaction, including whole-class feedback and question types, as well as teacher epistemic stance and expectancy effects. It also highlights small-group dialogic frameworks and training students in elaborated help giving to support productive discourse, influence learner identity, and guide professional learning community support for discourse development.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/elis-research-digest-vol-2-issue-3/268486/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/elis-research-digest-vol-2-issue-3/268486.png","ImageObject",300,407,{"name":92,"@type":93},"Miles","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":56},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How does whole-class interaction influence student motivation in language learning?","Question",{"text":112,"@type":113},"Research reviewed links motivation and learning to teacher questions and feedback, as well as the teacher’s epistemic stance and expectancy effects.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What benefits have small-group interaction studies found for student motivation?",{"text":117,"@type":113},"Studies note that training students in elaborated help giving and using a dialogic framework can develop productive discourse and raise student motivation.",{"name":119,"@type":110,"acceptedAnswer":120},"Which theoretical ideas frame this issue’s focus on classroom interaction?",{"text":121,"@type":113},"The issue is framed by a Vygotskian sociocultural approach, including interpsychological and intrapsychological development, the Zone of Proximal Development (ZPD), and semiotic mediation through teacher talk.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},268486,1789431666,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":56,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":144,"preview_page_count":4},13056703019404,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Vol. 2, Issue 3 September 2015  \nRole of Teacher-student Interactions within the Classroom in Developing Student Motivation in Language Learning  \nSummary  \nThis issue of the ELIS Research Digest reviews the literature that focuses on how classroom interactions influence student motivation and the learning of English in school. The studies reviewed found that teaching practices that motivated student learning were largely related to classroom interaction and that the motivation strategies teachers used were specific to the learning situation. Studies on whole-class interaction have considered how student motivation and learning were influenced by the types of teacher questions and feedback as well as the teacher’s epistemic stance and expectancy effect. In studies on small group interaction, the training of students in elaborated help giving, and the use of a dialogic framework have been found useful in developing productive discourse and raising student motivation. The literature reviewed has linked classroom discourse patterns to teachers’ beliefs about teaching and learning, and shown that the teacher’s epistemology affected students’ beliefs about language learning, which in turn influenced how students interacted with their teachers and peers, and shaped their identity as learners of English. The issue ends with some suggestions as to how teachers in the professional learning community can be supported in developing discourse patterns that model the kinds of talk that they are asked to consider in their classrooms to promote student motivation in language learning.  \nIntroduction  \nThe first issue of this volume of the Digest reviewed empirical studies that focused on how the motivation of students learning English was affected by the instructional design, teacher, and learner characteristics as well as the classroom and school learning environments. In the second issue, the influencing factors in and out of the school context that affect student motivation in developing their language skills in the classroom were reviewed. The different influences that could affect student learning motivation across the pre-actional, actional, and post-actional stages of their development of goals and attempts to meet those goals were discussed. In this third issue of a four-part volume on motivation, the focus is turned to the role of teacher-student interactions within the classroom in developing quality student learning. While it is not difficult to understand why having better classroom interaction motivates students to learn better, a more important question that educational research can help to answer is how and to what extent teacher-student interactions within the classroom in-  \nELIS Research Digest, Vol. 2, Issue 3, pp. 33-49 ©2015 [ELIS. www.elis.moe.edu.sg](ELIS. www.elis.moe.edu.sg)  \nfluence student learning. Much of current research starts from the Vygotskian approach and theorises a link between classroom interaction and student language learning (see, for example, Mercer & Howe, 2012). The sociocultural perspective views knowledge as co-constructed and ‘the product of culturally-situated forms of social interaction’(Mercer & Howe, 2012, p. 12).  \nThree conceptual assumptions, grounded in the work of Vygotsky (1930-1934/1978) about how students learn, are used to frame the focus of this issue of the Digest. The first is the assumption that the sociocultural development of cognitive frameworks in students is underpinned by the relationship between their social activity and their individual thinking (Mercer & Howe, 2012) . Vygotsky (1930-1934/1978) posited that all human cognition develops on two levels: ‘first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological)’ (Vygotsky, 1930- 1934/1978, p. 57). Vygotsky’s (1930-1934/1978) idea that the development of all higher mental functions takes place within the process of social in-  \n3","cbCaiqIcJEaUF2QN","https://ap.wps.com/l/cbCaiqIcJEaUF2QN","pdf",583781,17,"English","# Introduction\n## Classroom interaction and student motivation\n## Vygotskian foundations and sociocultural perspective\n## Zone of Proximal Development (ZPD)\n## Semiotic mediation and teacher talk\n## Key research directions in this issue","[{\"question\":\"How does whole-class interaction influence student motivation in language learning?\",\"answer\":\"Research reviewed links motivation and learning to teacher questions and feedback, as well as the teacher’s epistemic stance and expectancy effects.\"},{\"question\":\"What benefits have small-group interaction studies found for student motivation?\",\"answer\":\"Studies note that training students in elaborated help giving and using a dialogic framework can develop productive discourse and raise student motivation.\"},{\"question\":\"Which theoretical ideas frame this issue’s focus on classroom interaction?\",\"answer\":\"The issue is framed by a Vygotskian sociocultural approach, including interpsychological and intrapsychological development, the Zone of Proximal Development (ZPD), and semiotic mediation through teacher talk.\"}]","ELIS Research Digest - Vol. 2 - Issue 3 | PDF",43]