Do those who talk more learn more? The relationship between
student classroom talk and student achievement

J 2019

Do those who talk more learn more? The relationship between student classroom talk and student achievement

ŠEĎOVÁ, Klára, Martin SEDLÁČEK, Roman ŠVAŘÍČEK, Martin MAJCÍK, Jana NAVRÁTILOVÁ et. al.

Basic information

Original name

Do those who talk more learn more? The relationship between student classroom talk and student achievement

Authors

ŠEĎOVÁ, Klára (203 Czech Republic, guarantor, belonging to the institution), Martin SEDLÁČEK (203 Czech Republic, belonging to the institution), Roman ŠVAŘÍČEK (203 Czech Republic, belonging to the institution), Martin MAJCÍK (203 Czech Republic, belonging to the institution), Jana NAVRÁTILOVÁ (203 Czech Republic, belonging to the institution), Anna DREXLEROVÁ (203 Czech Republic, belonging to the institution), Jakub KYCHLER (203 Czech Republic, belonging to the institution) and Zuzana ŠALAMOUNOVÁ (203 Czech Republic, belonging to the institution)

Edition

Learning and Instruction, Elsevier, 2019, 0959-4752

Other information

Language

English

Type of outcome

Článek v odborném periodiku

Field of Study

50301 Education, general; including training, pedagogy, didactics [and education systems]

Country of publisher

Netherlands

Confidentiality degree

není předmětem státního či obchodního tajemství

References:

URL

Impact factor

Impact factor: 3.323

RIV identification code

RIV/00216224:14210/19:00107721

Organization unit

Faculty of Arts

DOI

http://dx.doi.org/10.1016/j.learninstruc.2019.101217

UT WoS

000484870400006

Keywords in English

classroom talk; learning; student achievement

Abstract

V originále

There have been efforts to investigate the link between classroom talk and student achievement for some time. However, studies considering individual student participation in classroom talk have thus far been rare. The research reported in this study was carried out on 639 ninth grade students at Czech middle schools. Observations took place in language arts lessons; talk time and the number of utterances with reasoning were recorded for each student. Achievement was measured using a standardized reading literacy test. The results confirmed a strong link between a given student's talk time and number of utterances featuring reasoning and that student's achievement. As for student talk time, a connection at the classroom level was also identified – students in talkative classrooms had better results. However, there was not a connection between utterances with reasoning and better results at the classroom level. A positive link between individual participation and achievement was observed in all students regardless of socio-economic background or gender.

Links

GA17-03643S, research and development project

Name: Vztah mezi charakteristikami výukové komunikace a vzdělávacími výsledky žáků

Investor: Czech Science Foundation, On the Relationship between Characteristics of Classroom Discourse and Student Achievement

Citovat

ŠEĎOVÁ, Klára, Martin SEDLÁČEK, Roman ŠVAŘÍČEK, Martin MAJCÍK, Jana NAVRÁTILOVÁ, Anna DREXLEROVÁ, Jakub KYCHLER and Zuzana ŠALAMOUNOVÁ. Do those who talk more learn more? The relationship between student classroom talk and student achievement. Learning and Instruction. Elsevier, 2019, vol. 63, October, p. 1-10. ISSN 0959-4752. Available from: https://dx.doi.org/10.1016/j.learninstruc.2019.101217.

@article{1570296,
   author = {Šeďová, Klára and Sedláček, Martin and Švaříček, Roman and Majcík, Martin and Navrátilová, Jana and Drexlerová, Anna and Kychler, Jakub and Šalamounová, Zuzana},
   article_number = {October},
   doi = {http://dx.doi.org/10.1016/j.learninstruc.2019.101217},
   keywords = {classroom talk; learning; student achievement},
   language = {eng},
   issn = {0959-4752},
   journal = {Learning and Instruction},
   title = {Do those who talk more learn more? The relationship between student classroom talk and student achievement},
   url = {https://www.sciencedirect.com/science/article/pii/S0959475218303839},
   volume = {63},
   year = {2019}
}

TY  - JOUR
ID  - 1570296
AU  - Šeďová, Klára - Sedláček, Martin - Švaříček, Roman - Majcík, Martin - Navrátilová, Jana - Drexlerová, Anna - Kychler, Jakub - Šalamounová, Zuzana
PY  - 2019
TI  - Do those who talk more learn more? The relationship between student classroom talk and student achievement
JF  - Learning and Instruction
VL  - 63
IS  - October
SP  - 1-10
EP  - 1-10
PB  - Elsevier
SN  - 09594752
KW  - classroom talk
KW  - learning
KW  - student achievement
UR  - https://www.sciencedirect.com/science/article/pii/S0959475218303839
L2  - https://www.sciencedirect.com/science/article/pii/S0959475218303839
N2  - There have been efforts to investigate the link between classroom talk and student achievement for some time. However, studies considering individual student participation in classroom talk have thus far been rare. The research reported in this study was carried out on 639 ninth grade students at Czech middle schools. Observations took place in language arts lessons; talk time and the number of utterances with reasoning were recorded for each student. Achievement was measured using a standardized reading literacy test. The results confirmed a strong link between a given student's talk time and number of utterances featuring reasoning and that student's achievement. As for student talk time, a connection at the classroom level was also identified – students in talkative classrooms had better results. However, there was not a connection between utterances with reasoning and better results at the classroom level. A positive link between individual participation and achievement was observed in all students regardless of socio-economic background or gender.
ER  -

ŠEĎOVÁ, Klára, Martin SEDLÁČEK, Roman ŠVAŘÍČEK, Martin MAJCÍK, Jana NAVRÁTILOVÁ, Anna DREXLEROVÁ, Jakub KYCHLER and Zuzana ŠALAMOUNOVÁ. Do those who talk more learn more? The relationship between student classroom talk and student achievement. \textit{Learning and Instruction}. Elsevier, 2019, vol.~63, October, p.~1-10. ISSN~0959-4752. Available from: https://dx.doi.org/10.1016/j.learninstruc.2019.101217.

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