Teacher talk is an integral part of classroom dialogue. However, emerging empirical research has shown inconsistent correlations between specific teacher talk moves (TTMs) and student achievement, motivating us to synthesise previous results to provide robust evidence. Using three-level meta-analytic techniques, this study examined the associations between teacher talk (dialogic and monologic orientations), specific TTMs, and student achievement in K–12 classrooms. Based on a synthesis of 16 studies with 51 effect sizes, we found a significant positive correlation between teacher talk and student achievement (r = .19). For the two orientations of teacher talk, dialogic teacher talk was moderately correlated with student achievement (r = .25), whereas monologic teacher talk was not significantly related to student achievement (r = .05). In terms of specific dialogic TTMs, analyses revealed significant and moderate associations of inviting students to share ideas and asking uptake questions with student achievement (r = .40 and r = .26, respectively), whereas high-quality feedback from teachers was not significantly related to student achievement (r = .26). Furthermore, the relationship between dialogic teacher talk and student achievement was mediated by student engagement, but not moderated by geographical region, grade level, achievement domain, or measure of teacher talk. This study sheds light on the importance of dialogic pedagogical approaches in relation to academic achievement, as well as the centrality of teachers’ encouragement of students to share, articulate, and co-construct ideas in creating dialogic educational environments.

中文翻译：

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教师谈话与学生学业成绩之间的关系：荟萃分析


教师谈话是课堂对话的一个组成部分。然而，新兴的实证研究表明，特定的教师谈话动作（TTM）与学生成绩之间的相关性不一致，这促使我们综合以前的结果以提供强有力的证据。本研究使用三级元分析技术，研究了 K-12 课堂中教师谈话（对话和独白取向）、特定 TTM 和学生成绩之间的关联。基于 16 项研究（51 个效应量）的综合，我们发现教师谈话与学生成绩之间存在显着的正相关性 (r = .19)。对于教师谈话的两种方向，对话式教师谈话与学生成绩中度相关（r = .25），而独白教师谈话与学生成绩不显着相关（r = .05）。就具体对话 TTM 而言，分析显示邀请学生分享想法和提出吸收问题与学生成绩存在显着和中等关联（分别为 r = .40 和 r = .26），而来自教师的高质量反馈并不显着。与学生成绩相关（r = .26）。此外，对话式教师谈话与学生成绩之间的关系受到学生参与度的调节，但不受地理区域、年级水平、成绩领域或教师谈话量度的调节。这项研究揭示了对话式教学方法对学业成绩的重要性，以及教师鼓励学生在创造对话式教育环境中分享、表达和共同构建想法的核心作用。