Hello, is it audible?

Hello.

Audible for you.

Hello.

Say the voice is not audible for me.

Hello.

Hello.

Hello.

Hello, so your voice is not audible for me.

Hello, Professor. Could you kindly introduce your professional journey in academia?

Hello.

Hello.

Hello.

Hello, Professor. Could you please share your professional journey in academia?

Sir, thank you. My name is Doctor M Richard Robotra and right now I'm working in a narrow arsonist college, Coimbatore and I have around 21 years of teaching experience and I have.

Specialized in English language teaching and my PhD thesis is on role of teacher feedback on writing skills and I have guided.

Round 9 PhD scholars and four ML PhD students and I teach literature and common, that is, general English papers for students of BCOM, BSE and B students.

Thank you, Professor Robotra, for sharing your impressive background and academic journey.

Yeah, Next question.

Professor, can you outline your approach to teaching English Language and Literature to diverse student groups, particularly considering varying levels of proficiency?

Yeah. Regarding teaching English and literature for diverse students, normally in a classroom we have different set of students, like we'll have a slow learners and we have a fast learners. And if you take about the proficiency level of students, it might vary. Even few students will be good in speaking and few students will be good at writing.

And what generally I do in my class is like giving a lot of role play activities. Example, I was teaching translation studies for students and it it was for 3rd BA students. I have a very different set of students like around 25 students and around 12 students are OK and other students are not that much good. So first what I felt is like they're not able to.

They know what to do but they not able to come up with the idea. So first I started.

Giving in a workshop for them, like how to use AI, so like the prompting techniques and like the keywords allowed to translate and then I organized a workshop for them. I invited a person from outside and then like students were able to translate with small, small start stories like they could do it with AI and they could translate it with.

Help of what I say the translator AI tool and in general classroom.

For the communicative English classroom so available, teaching them these role play spoken. So it is generally focused on LSRW skills and where there'll be a listening part, there'll be a speaking and there'll be a role play presentation as well. For listening, I just gave them songs, listening to Tamil songs, English songs so that they could understand.

The the language so they could understand the words group of words and then they could So what what are generic data is like I missed few words. They have to listen and they have to fill it. And other thing is like I also did like role play activists taking Shakespeare's works. So I gave a small technique call.

Five WS and one H that is invented primate concept.

So 5 WS where which there's a 55 comes like where, what, when. So I give them a story so they have to.

Use the prompts with AI and.

Upload the text, they hold a bunch of text and giving the five prompts. So they get the the answer for the five WS and one H and then they could understand the story a little bit. And then I asked them to have the web related words for the characters. So from with that prompting the ideas what they got from the prompting, I asked them to write it in their own words.

Rewrite it and they have to.

Rewriting dialogues they have to can use their own dialogues, whatever it is. And then the students came for individual presentation and I also made them to do lot of what I say role play activities in the classroom. So it is like it's not it's like a lot kind of what I say dividing the groups. So it is not the strengths will come. It's not like that. So it is it's like a lot system where.

I call numbers so it that the groups were divided and by using this particular prompting technique, they also prepared charts and they gave a very good presentation by using the prompting words really went very well. And I could see very what is interesting things students have come up, they have done a role play, they give a presentation, they made a lot of poster presentation. It is really it went very well so.

I got lot of ideas like even I showed them the words, how to pronounce the words by using small, small videos, by using the open source videos, so they saw and by that they could also improve their pronunciation. And then a lot of registrants were done. Really this particular semester went very well and I was happy to teach commutative English by using lot of methodologies, right?

Thank you. Next question.

Professor, what strategies do you employ to evaluate student performance effectively, especially in advanced courses like Commonwealth Literature?

Yeah, regarding Commonwealth literature, like evaluating, so normally we have a the syllabus. So first I'll ask them to go through the research papers instead of reading a textbook, so taking a paper topic, and then I'll ask them to go for a little bit of research papers, thesis. So I'll make them understand the concept. And I also make.

Them understand the keywords, so I'll also do little bit of, uh testing, uh, like, uh, like oral testing like versus. And then I'll be, uh doing, uh, what I could say like, uh.

If I do one topic kind of a classroom lecture and I'll give a little bit of MCQ's like giving the handout and making to, we'll have a discussion. We'll have a kind of test, oral test discussion where also I'll make them to do comparative kind of with their the text and then based on the.

Symptoms like what the students show in their performance.

Based on that, I'll design, uh, the evaluation things like example, like the, uh, based on that, if the students is a slow learner, I've given the basic understanding questions. If there is an advanced kind of a learner, I'll be going for net based, uh, uh, MCQS and then I'll also be conducting few things. So this really helped them to go according to their faces.

Next.

Question.

Could you explain how you integrate digital humanities into your teaching and research practices?

Yeah, like incorporating digital humanities in the classroom especially.

These days the students watch a lot of mobile phones and they are very good listener and also the observers are using the videos and normally what I'll do is like make I'll make them to watch the concept and also this will also help them to listen more.

They could also make as I told you like I always whenever I go to my class, I tell them use the five WS and 1H concept and based on that like I give the text. So let them read understand and then make one kind of a a one minute presentation by using the text. So this also will help them to do a lot of regards like example, if they are doing a topic. So if a person wants wants to.

Record a video for one minute so he or she has to prepare almost 15 minutes. So it's based on like the content delivery, it's all there. So once they record their own presentation, like it'll really help them to.

Learn more and more things this help them to update the points so that there is a possibility of coming out with more points for the one minute video that is 60 seconds. So that means they have to prepare a lot. So that means extra reading also done. So this also will incorporate our.

And also help them to enhance, uh, what is a practice that they won't do the best? So once they see the video, they'll also know it's not good. So they'll come up with that. So that means there is a possibility of improvisation and also improvisation content. They'll also add more points. This also help them to build confidence level.

Next question.

How do you approach guiding student projects and research, particularly at the undergraduate or postgraduate levels?

Yeah, regarding students project. So normally I'll when a student come for a project like example UG or a PG students or a PhD scholar, first I'll unders I'll have a discussion with them like what the concept they want to work with. Normally guides insist they have to follow their interest, but normally I never do that. So what I'll do is like I'll ask them to a mind mapping technique. So if exam.

If they want to do what is or a decibel studies or an ELT, whatever it is. So first I'll I'll ask them what is your interest? And then I'll go for mindwamping a tree kind of diagram. So it'll be like next question, like flow chart questions. So this area, yes, no, So it will go like that. And then I'll also ask them to go through the previous papers or research what they want to do it so that they'll get an idea.

And also I'll also ask them to maintain a work diary. So first what I'll do is so after the, uh, tree diagram, the mind mapping, and I'll ask them to, uh, collect journals, uh, like if they ought to go to the Scopus journals or so that they can get journals. And they'll also have to go through the papers and, and ask them what are the theories focus. So I'll give a work Barry. So first they have to understand.

The paper, what are the paper? So they outright the papers things like example what are things and what are the key things focused. And then I'll ask them to choose the theory. So after getting an overview of other thesis, first I'll ask them to go with the what I say example. If it if they get a book, I'll ask them to read the book and I'll ask them to mark the important quotes so which they can discuss in their thesis.

For a project and then after collecting the, uh, uh, codes, I'll ask them to explain. So this to be like 100 words, 150 words. So like writing a small, small piece so they'll get a, uh, good content. So after getting all this, doing this thing and I'll ask them to start with the chapters like example 5 chapters I'll start, I'll ask them to do the.

And then I'll ask them to, uh, do the introduction and then conclusion. And I also, uh, give, I'll ask them, uh, maybe in the, uh, discussion, I'll ask them what is your objective? So I will ask them what example if they have a three objective, so they have to focus on the chapter 2-3 like that I have to make, I'll make them. And then, uh, we'll have a discussion every like 1/2 an hour daily. And then the project comes in, so I reach every read I.

Literature review part the core chapter papers.

Read every line of this student thesis and then I'll give the inputs and then the people work on. And if it is an ELT, uh, these uh, uh, project, first I'll ask them do with the, uh, questionnaire or the intervening study. So the basic analysis part will do it. And then questionnaire after doing financing questionnaire, collect the data and then do analysis and then, uh, review of literature.

Research Design.

And then in Dotson chapter, this is the way I do it. Normally, uh, every student has to submit, uh, the work daily, every day.

So that they'll have a follow up the work and then also they can finish the projects on time.

Next question.

Can you discuss your experience with publishing research in reputed journals and how it has informed your teaching methodology?

Yeah, regarding research papers, publishing and also teaching methodology, see normally when a scholar comes or a student comes for a PhD or a PG program. So first I'll ask them to connect the database.

Of journals so example if it is Lt. they have to collect a 10 or 20 reputed Scopus journal journals and then I'll ask them to go for the the recent reviews like last five years and then after getting all these things so we'll get an idea if it's in a research paper or a practical based paper, it'll really help us to get a lot of idea of input from this so that based on the.

Idea, idea and ideas we get from the paper and we'll work on it. And and also I don't try to bring to my class example. I was teaching phonetics for my students, second year students SO1 paper. It was talking about the analysis. So what I did is like I asked, I gave a list of words to the students and they pronounced practice this and pronounced.

And by the, uh, the recordings, I asked them to record it and then I, uh, asked them to do, uh, comparative, the analysis chart, like what, where they are making wrong. So these are the things like the research papers. Also, we get some ideas. We are, when we go for conferences, we'll get some ideas. And when we discuss with our colleagues or friends, we'll get a lot of ideas. So based on this, this, uh, what I say.

Our UH teaching methodology is also improved.

Hey, Cortana.

Next question, Uh, next question.

How do you ensure effective communication and a structured teaching approach in your courses?

And normally.

When I go to a class for the first study of the semester.

1st.

I'll.

Dictate the syllabus to the students starting with.

These the course code, the title of the paper, the objectives, the program outcomes, and the course outcomes. So these are the things I discussed with them and then I'll be going with the.

Topic wise, so if there is a topic as uh, unit #1 topic 1. So they'll have some topics. So from that I'll have a also have a sub topics. As I told you, like always, I have a few students. I have a very good fast learners and also poor students. So based on that, I give few topics and then.

The students will work on.

Right. So based on the topics, if example, if it is fast learners, so based on the topics they'll have at the core topics, they'll be reading it and slow learners, they'll be learning the based on the topics. And then for the effective learners, the fast learners, I'll give them the projects, research papers, things and all these things I'll be giving it for the Sloan earners, I'll be giving some kind of.

Each and every little bit kind of intervals, we'll have a discussions, We'll have, uh, books for discussion and we'll have the role plays. We'll have a group discussion, we'll have a games. So that will also help them the effective communication. So once they come for the stage, they'll have what is they live when they come and speak, their confidence level improves. Their communication also improves. So based on that, So it is like.

Practice sessions like example test, mock test everything and.

Base, we are just going along with the syllabus.

We are giving lot of mock drills like example mock presentations, group discussions, games. These are the things. This language activities also help them to bring effective communications.

And also.

Understood, Professor. Let’s continue. How do you incorporate your industry or consultancy experience into your teaching practice?

Yeah, like example for English teachers, we have a lot of opportunities.

Normally in my classroom, I educate my students that there are a lot of opportunities example when they do a proofreading, they get a money when they when they write kind of a paperwork, the scripts writing this also will help them to earn money. So normally example.

Today we have a lot of very good job market. So that means in the area of writing, in the area of script writing, in the area of.

Uh, things, they get lot of uh, uh, opportunities. So I'll give a lot of ideas. And, uh, I, there was 11 scholar, one student. He was a UG student and he was my PhD scholar. So he was writing, uh, for I, I've uh, what I say I helped him to.

Uh, for writing papers later, at part of the time he came with a kind of a, he started a journal and then he could it it, it helped him to get a lot of money. So as a.

Student and as a teacher I help them to learn or get information about those things.

Next question.

Can you describe your methods for teaching both theory and laboratory courses effectively?

Yeah, like example, I, as I told you like I was teaching commutative English for my undergraduate students. So few theories like example, like community English as well as the phonetics I was, I was giving the basic practices like example, role play games. The same thing I was, I took the students for the language laboratory and.

I used songs for them I used to open sources and they could also the opens also helped them to what I said match with theory and the practice. So the minor things were taught in the classrooms and then it was practiced. Example, if I teach them sounds in the class, I'll make them like understand the concept. Then I'll make them I I take them to the laboratory so that they can understand.

The practice session, they can match it and they can use the real time experiences.

Thank you, Professor. Moving forward: can you elaborate on your experience with student evaluation and fulfilling exam-related responsibilities effectively?

Yeah, normally the students like from the day one, I keep monitoring my students the first day onwards to the last day.

So I'll be keep on telling them so where they went wrong or where they are lacking. So that helped them to what I say improve. So I could give an example here. There was a student called Akash in my college he's studying second being English. He's a very good boy and he have very good knowledge but.

Because of his family.

Situation was not able to concentrate in the studies so personal counseling and also giving extra care to the students will really give a very effective kind of input and also output for the students so they can come up in life as well.

Next question.

Could you discuss your ability and methods for guiding students in their research endeavors toward impactful publications?

Our scheduled time for the interview is now up. Before we conclude, do you have any questions related to the role or the company?

No, I was talking, yeah, regarding. So what is it? Rd. Rd.

For the position actually.

Uh, regarding publications.

I, as I told you, I asked him to take a minor concept and then I'll do with ask them to prepare the research objective research questions and then I'll be asking to minor, minor quotations.

I asked them to refer a lot of papers so that they could idea. So I'll give a little as I told you like 5 WS and 1H.

With the concept where they have to read the journal papers, Scopus or uses care or a thesis from that they get idea and also that with that minor, minor homeworks they build a very good quality papers like good citations. So so that they come come with a publications.

Thank you for elaborating, Professor. Is there anything else you’d like to ask or clarify about the position?

No.

Professor, would you like to formally end the interview at this point?

Yeah. Thank you very much.

For asking wonderful questions.