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Author

Dewi Puspitasari

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Open access Jul 2026

Exploring teacher feedback and student participation in an Indonesian University EFL classroom: A qualitative study

Teacher feedback plays a central role in English as a Foreign Language (EFL) classrooms because it supports students' language development and shapes the quality of classroom interaction. Although previous studies have extensively examined teacher feedback and classroom interaction, these areas have often been investigated separately, resulting in a limited understanding of how different forms of teacher feedback function within naturally occurring classroom discourse. This study investigates the connection between teacher feedback and student participation in an EFL class at an Indonesian university through qualitative discourse analysis utilizing the Initiation-Response-Feedback (IRF) model. Data for this research were gathered from four non-participant classroom observations. The audio recordings were transcribed verbatim and analyzed to examine how teacher feedback functioned within interactional sequences and influenced subsequent student participation. The findings identified three types of teacher feedback: corrective, evaluative, and interactional. Corrective feedback primarily functions as a repair, promoting immediate student uptake and linguistic accuracy. Evaluative feedback acknowledged students' responses but generally closed the interactional sequence. In contrast, interactional feedback functioned as a continuation move by encouraging follow-up responses, extended explanations, and additional interactional turns, thereby fostering sustained verbal participation. These findings suggest that teacher feedback should not only be understood as a pedagogical strategy for improving linguistic accuracy but also as an interactional resource that shapes the development of classroom discourse. This study contributes to EFL classroom discourse research by demonstrating how different feedback practices function within IRF sequences and offers practical implications for lecturers seeking to foster more interactive and participatory learning environments in their classrooms.

Hensem Alambana, Septian Ulul Albab, Julia Crist Ei Riyanti et al. · 0 citations
Open access Jul 2026

What lies beneath the text: Gender representation in a grade 4 English textbook

Learning materials at the elementary level are often used as the main source for developing students’ basic language skills. However, beyond their surface function, textbooks may also carry implicit meanings that influence how students understand the world around them. This study investigates the hidden curriculum embedded in the Grade 4 English student textbook (LKS) titled My Next Words Grade 4 “Student’s Book for Elementary School”, published by the Indonesian Ministry of Education, Culture, Research, and Technology in 2021. This research uses a discourse analysis approach to explore how gender is represented through character names, assigned roles, language use, and activity contexts across the twelve units in the textbook. The results show that there is a pattern of gender asymmetry in the material, where female characters, especially Cici, are more frequently associated with domestic activities such as cooking, cleaning, and taking care of others, while male characters such as Joshua, Made, and Fahri appear in more varied and active roles in broader contexts. These patterns indicate that the textbook does not only function as a tool for language learning, but also implicitly conveys traditional gender roles to students. This study highlights the importance of developing more balanced and inclusive learning materials to support a fair understanding of gender roles from an early stage.

Yulianto Aditia, I. Amalia, Quthrotun Ni'mah et al. · 0 citations