Question -Response in Online Synchronous Videoconferencing Class
Open accessAbstract
With recent developments in technology and its massive impact on the education field, videoconferencing has emerged as an effective teaching learning tool in the language classroom. It is mainly a means of communication to overcome the impediments of geographical distance and separation. However, despite the successful implementation of this technology, it has been stated that using videoconferencing for online teaching is problematic. Videoconferencing impedes instructor-learner interaction and is unable to replace the traditional face-to-face classroom. To understand online interaction from a sociocultural standpoint, this study examined the characteristics of instructor questions in terms of cognitive level so as to investigate if instructor question can function as a stimulus for interaction in the online classroom. The results show that cognitive level of instructor question can function as an effective factor to promote online classroom interaction. Conclusions and implications are drawn at the end of this paper to help understand interaction in online learning.
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The nuanced interpretation of evaluative language in online language using the Appraisal framework remains underexplored in linguistic scholarship.
“Despite the growing prevalence of digital discourse in everyday life, the nuanced interpretation of evaluative language remains underexplored in linguistic scholarship.”
From EXPLORING PUBLIC EVALUATION THROUGH APPRAISAL FRAMEWORK: A STUDY ON LEVI’S ADVERTISEMENT FEATURING BEYONCE (2025) · cites this paper as Chaqmaqchee & Paramasivam, 2021
Section 1.1 discusses how online language-classroom interaction has been assessed, while the Concluding Remarks address instructor questions and students’ oral production. Neither section addresses evaluative language, the Appraisal framework, or whether its interpretation is underexplored in linguistic scholarship; searches for those terms and related phrasing found no supporting passage. Page numbers were not available in our copy. (LLM, conf=0.76)
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Cited by
Sorted by citations
Azizah, B. S. (2025) · Journal of Intensive Studies on Language, Literature, Art, and Culture · doi:10.17977/um006v9i12025p22-42
- Authors
- Chaqmaqchee, O., & Paramasivam, S.
- Affiliations
- Universiti Putra Malaysia (MY)
- Venue
- International Journal of Linguistics
- Publisher
- Macrothink Institute, Inc.
- Published
- 2021-12-07
- Volume
- 13
- Issue
- 6
- Pages
- 1
- ISSN
- 1948-5425 (ISSN-L)
- OpenAlex
- W4200142708
- Cited by
- 1
- References
- 52
- Citations by year
- 2025: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Locations
- International Journal of Linguistics (publishedVersion, cc-by)
- Topics
- Social Sciences › Education › Online and Blended Learning
- Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
- Social Sciences › Education › Foreign Language Teaching Methods
- Keywords
- online classroom interaction, cognitive level of questions, language classroom, distance education
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