Words That Teach, Bonds That Reach: a Discourse Analysis of Teacher–student Interaction in Efl Classrooms
Year: 2020
Type: article
Abstract: Teacher–student interaction is central to EFL learning, yet classroom talk may remain teacher-centred despite frequent questions and answers. Limited attention has been given to how questioning, responding, feedback, turn-taking, and the Initiation–Response–Feedback (IRF) sequence work together to shape participation and classroom relationships. This study examines the discourse patterns and communicative strategies used in EFL classrooms and explores how these practices shape student participation, classroom authority, relationships, and opportunities for language learning. The study draws on classroom discourse analysis, particularly Sinclair and Coulthard’s (1975) IRF model, together with interactional perspectives on teacher talk and learner involvement. Research Methodology: A qualitative interpretive approach was adopted to analyse teacher–student classroom interaction. Classroom discourse was examined with particular attention to questioning, student responses, feedback, turn-taking, and teacher authority. The analysis showed that teachers frequently initiated classroom exchanges through questions and that IRF patterns helped organise classroom communication. Closed questions generally produced shorter responses, whereas open-ended questions encouraged students to explain and extend their ideas. Supportive feedback promoted participation, while excessive correction and teacher-controlled turn-taking sometimes restricted student involvement. The findings indicate that classroom interaction becomes more meaningful when teachers balance authority with opportunities for student voice and dialogue. EFL teachers should use more open-ended questions, supportive feedback, balanced turn-taking, and extended interaction. These findings have contributed to a clearer understanding of how classroom discourse can support more participatory EFL learning. Keywords: Classroom discourse, EFL classrooms, IRF sequence, Student participation, Teacher–student interaction, Turn-taking.
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W7221484046