ANALYSIS OF TEACHER-STUDENT INTERACTION IN EFL CLASSROOM

Teacher Talk and Student Involvement in Elementary School English Language Learning Classrooms

This study aimed to analyze the types of teacher talk that influence student involvement in elementary English learning. The study was motivated by the important role of classroom interaction in promoting active learning, while evidence regarding how specific teacher talk strategies shape student involvement in elementary English classrooms remains limited. A qualitative approach with a case study design was employed. Data were collected through classroom observations, field notes, lesson videos, and observation sheets and were analyzed thematically using ATLAS.ti. The analysis focused on identifying teacher talk types and examining their relationships with indicators of student involvement, including attention, verbal response, active participation, concentration, enthusiasm, instruction following, and classroom interaction. The findings revealed that the most prominent teacher talk types were asking questions, giving information or explanations, affirming students’ contributions, giving directions or instructions, and stimulating students’ motivation and interest. Among these, asking questions most effectively encouraged active participation by eliciting verbal responses and promoting classroom interaction. Giving information or explanations sustained students’ attention to lesson content, whereas clear directions and instructions supported students’ understanding of learning activities and maintained their engagement throughout the lesson. These findings demonstrate that teacher talk functions not only as a means of content delivery but also as a pedagogical strategy for fostering student involvement and creating interactive English learning environments in elementary classrooms.

A Study on Teacher-Student Verbal Interaction in Different Types of High School English Classes Based on iFIAS

: This study employs the improved Flanders Interaction Analysis System (iFIAS) to examine teacher-student verbal interaction in different high school English lesson types, specifically a reading-and-thinking lesson and a listening-and-speaking lesson. Through quantitative coding and qualitative analysis of classroom video recordings, the study explores the characteristics of classroom verbal structure, teacher-student questioning patterns, and teaching styles across the two lesson types. The findings reveal that both lessons demonstrate a well-balanced distribution of teacher talk, student talk, classroom silence, and technology use, with student autonomy showing improvement compared to traditional classrooms. The teacher adopts differentiated questioning strategies and teaching styles in response to the distinct instructional objectives and student performance characteristics of each lesson type. This study provides empirical evidence and practical guidance for optimizing teacher-student interaction in secondary English classrooms, suggesting that teachers should create authentic language contexts to encourage student questioning and integrate technology to enhance interaction quality.

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.

AI Chatbots in Speaking Classroom: A Study On Teacher and Student Perceptions

Improving Students’ English Vocabulary Mastery Through Interactive Classroom Activities

Vocabulary is crucial in learning a language. It helps students understand things, talk to each other, read books, and write stories. Many students struggle to learn new English words. This is because they don't use English much, don't practice enough, and the teaching methods aren't very engaging. These problems make it difficult for students to learn words, which means they lack confidence and don't participate as much in English class. This study examines how classroom activities can help students learn English words. Researchers examined activities such as playing word games, talking in groups, telling stories, pretending to be someone, and engaging in fun exercises. This study was conducted at SDN Kenjeran 248 Surabaya, with third-grade students. Researchers wanted to make the classroom a fun place to learn. Researchers found that some students lacked basic vocabulary such as sweeping, writing, reading, and so on. Researchers will conduct classroom activities that can help students learn words. When students do fun things and work together, they want to learn more and participate more. They remember new words more easily. So, doing fun things in class is a way to help students learn new words and make learning English more fun and engaging.

Evaluating Teachers’ Interactional Competence in English Classroom through SETT Framework

Teacher talk played a crucial role in English language learning, serving as the primary medium to manage classroom interactions, deliver content, and create learning opportunities. This study aimed to evaluate teacher talk in the English classroom at SMP N 1 Tayu using the Self-Evaluation of Teacher Talk (SETT) framework. The research focused on four modes of interaction: managerial mode, materials mode, skills systems mode, and classroom context mode. This study employed a qualitative approach involving three English teachers from grades 7, 8, and 9. Data were collected through classroom observations, teacher reflection sheets, semi-structured questionnaires, SETT tables, and semi-structured interviews. The data were analyzed using the SETT framework to identify teacher talk characteristics and interaction patterns. The results indicated that teacher talk varied across participants. Teacher 1 was dominated by the managerial mode (67%), followed by materials mode (19%), skills and systems mode (9%), and classroom context mode (5%). Teacher 2 was dominated by the materials mode (62%), followed by managerial mode (18%), classroom context mode (12%), and skills and systems mode (8%). Meanwhile, Teacher 3 showed a dominance of the materials mode (45%), followed by managerial mode (27%), classroom context mode (21%), and skills and systems mode (7%). The findings revealed that teacher talk was closely related to the application of Classroom Interactional Competence (CIC), the strategic use of translanguaging, and paralinguistic features to support student understanding across different interactional modes. Keywords: teacher talk, Classroom Interactional Competence (CIC), Self-Evaluation of Teacher Talk (SETT), Classroom Discourse Analysis..