Year: 2026
Type: conference-paper
Abstract: Classroom communication is very important whenlearning a foreign language. This article explores how teachers andstudents interact in English as a Foreign Language (EFL) classes usingdiscourse analysis. The study looks at how teachers give instructions, askquestions, and provide feedback, and how students react and take partin classroom talk. The research is based on recorded lessons, which helpidentify important features such as turn-taking, types of interaction, andparticipation patterns. The results show that clear teachercommunication—simple instructions, open questions, and helpfulfeedback—builds students’ confidence, improves their understanding,and increases participation. However, the study also points out problemslike too much teacher talk, few student answers, and communicationdifficulties caused by anxiety or low language level. The article offerspractical ideas for better interaction, such as encouraging students tospeak more, reducing teacher talk time, and creating a morecommunicative classroom. It also explains how discourse analysis canhelp teachers reflect on their teaching. Finally, it gives recommendationsfor improving classroom discourse and suggests future research ondigital tools, multimodal communication, and culturally sensitiveinteraction in EFL classrooms.
Institution: Namangan State Pedagogical Institute
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W7204240084