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Realization of Initiation, Response, and Feedback in Teacher-Student Interactions in EFL Classrooms: Learning Realities and Opportunities | ||
Journal of English Language Teaching and Learning | ||
دوره 14، شماره 30، بهمن 2022، صفحه 91-114 اصل مقاله (1.62 M) | ||
نوع مقاله: Research Paper | ||
شناسه دیجیتال (DOI): 10.22034/elt.2022.53522.2510 | ||
نویسندگان | ||
Masoomeh Estaji* ؛ Meisam Mirzaei Shojakhanlou | ||
English Language and Literature Department, Allameh Tabataba'i University, Tehran, Iran. | ||
چکیده | ||
This study explored the representation of the Initiation, Response, Feedback (IRF) cycle in English as a Foreign Language (EFL) classroom. Video recordings have been used to collect data from 10 classes, which were managed by 8 L2 teachers. In total, 900 minutes of video recordings with 784 triadic patterns were collected. Using Conversation Analysis (CA), the findings demonstrated that the IRFs in classroom interactions were disclosed in various ways. The coding system revealed that the teachers generally used authentic and focused questions. In the F stage, the teachers used elaboration, scaffolding, correction, and refusal strategies. The F stage was also a rich juncture for local contingencies as the teachers’ productions were contingent on the students’ responses. Likewise, uptake and scaffolding have been important elements in the IRF patterns. The analysis suggests that the third stage can create an ad-hoc co-constructive classroom interaction and provide L2 learners with various learning opportunities. | ||
کلیدواژهها | ||
Classroom discourse؛ feedback؛ initiation؛ IRF؛ response؛ teacher student interaction | ||
مراجع | ||
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