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<p>Classroom teaching evaluation plays a central role in ensuring educational quality. However, classroom interaction is inherently context-sensitive and shaped by regional, linguistic, cultural, and disciplinary conditions. Existing evaluation frameworks tend to prioritize verbal interaction, thereby underrepresenting the multidimensional nature of classroom communication, including non-verbal behavior, instructional modality, and culturally embedded interactional norms. Adopting an Interactional Sociolinguistics (IS) perspective, this study investigates multidimensional classroom interactions within East Asian cultural settings, with particular attention to Chinese higher education contexts encompassing both Chinese-medium instruction (CMI) and English-medium instruction (EMI). Building on the Flanders Interaction Analysis System (FIAS) and the Student-Teacher (S-T) Teaching Analysis method, the study proposes a three-dimensional (3D) visualization model for classroom teaching evaluation that explicitly incorporates verbal interaction, non-verbal behavior, and teaching modality. The findings demonstrate that, compared with conventional evaluation approaches, the proposed 3D model offers a more comprehensive representation of classroom interaction by incorporating cultural, psychological, and linguistic dimensions. The study contributes to the refinement of classroom evaluation frameworks in culturally diverse higher education contexts.</p>

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A Multidimensional Classroom Teaching Evaluation Framework Informed by Interactional Sociolinguistics: Evidence from East Asian Higher Education

  • 期刊论文

  • 发表日期：

    2026年3月22日

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  • Jingjing Lu,
  • Meihua Chen

摘要

Classroom teaching evaluation plays a central role in ensuring educational quality. However, classroom interaction is inherently context-sensitive and shaped by regional, linguistic, cultural, and disciplinary conditions. Existing evaluation frameworks tend to prioritize verbal interaction, thereby underrepresenting the multidimensional nature of classroom communication, including non-verbal behavior, instructional modality, and culturally embedded interactional norms. Adopting an Interactional Sociolinguistics (IS) perspective, this study investigates multidimensional classroom interactions within East Asian cultural settings, with particular attention to Chinese higher education contexts encompassing both Chinese-medium instruction (CMI) and English-medium instruction (EMI). Building on the Flanders Interaction Analysis System (FIAS) and the Student-Teacher (S-T) Teaching Analysis method, the study proposes a three-dimensional (3D) visualization model for classroom teaching evaluation that explicitly incorporates verbal interaction, non-verbal behavior, and teaching modality. The findings demonstrate that, compared with conventional evaluation approaches, the proposed 3D model offers a more comprehensive representation of classroom interaction by incorporating cultural, psychological, and linguistic dimensions. The study contributes to the refinement of classroom evaluation frameworks in culturally diverse higher education contexts.