Rethinking Teacher Third Turns in Thai EFL Classrooms: An Analysis Beyond Feedback

Feedback and non-feedback in an online Turkish L2 classroom: interactional patterns and teacher perspectives

Teaching Interactional Strategies in an Online L2 Turkish Classroom: A CA-Informed Five-Step Model for Turn-Taking and Floor Management

This study examines how interactional strategies and awareness of spoken language can be introduced, developed, and practiced in a synchronous online Turkish as a second language (TSL) setting through a conversation analysis (CA)-informed pedagogical framework. Employing an action research design, the study implemented iterative instructional cycles with five adult L2 Turkish learners in live Zoom-based classes. Drawing on qualitative data from classroom interaction, learner reflections, and task-based speaking performances, the study proposes and evaluates a five-step teaching model consisting of (1) feedback, (2) preparation and awareness-raising, (3) watching and conversation analysis, (4) in-class speaking tasks, and (5) out-of-class speaking tasks. The findings suggest that this model may support learners’ emerging interactional competence, as reflected in more frequent participation, greater use of discourse markers, and an increased orientation to turn-taking and floor management. Learners also reported heightened awareness of differences between spoken and written Turkish, along with reduced speaking anxiety and enhanced communicative self-confidence. Overall, the study indicates that CA-informed, interaction-focused online instruction may be a productive approach to fostering interactional competence within this cohort when pedagogical design emphasizes sustained, socially situated interaction.

Understanding oral corrective feedback in Chinese university EFL classrooms: a qualitative study of cognitive, affective, and relational processes

Oral corrective feedback (OCF) is widely recognised as a key pedagogical mechanism in the development of second language speaking proficiency; however, existing research has largely examined OCF in controlled settings or focused on isolated feedback types, offering limited insight into how feedback is interpreted, negotiated, and enacted within authentic classroom interaction. Addressing this gap, this qualitative study examines how cognitive, social, and affective processes shape teachers’ and students’ experiences of feedback in Chinese university English as a foreign language (EFL) classroom. Rather than treating OCF as a purely technical corrective move, the study conceptualises it as a relational and context-sensitive pedagogical process. Drawing on interactionist and sociocultural perspectives, the study investigates the perspectives of 12 university English teachers and 24 undergraduate students across fluency- and accuracy-oriented speaking tasks. Data were generated through semi-structured interviews, non-participant classroom observations, and stimulated-recall sessions, and analysed using reflexive thematic analysis. The findings indicate that OCF is understood not merely as a technical response to linguistic error but as a relational pedagogical practice embedded in task demands, classroom norms, and interpersonal considerations. Teachers emphasised the strategic calibration of timing, explicitness, and scaffolding to support noticing and self-repair, while students foregrounded relational sensitivity, emotional safety, and face protection as conditions for meaningful engagement with feedback. Three interrelated tensions were identified: negotiating explicit correction alongside affective comfort, managing face and hierarchical relations during public feedback, and orchestrating teacher, peer, self-, and technology-supported feedback within everyday classroom activity. Overall, the study demonstrates that the effectiveness of OCF emerges from the dynamic coordination of cognitive, affective, and interactional factors rather than from isolated feedback techniques. The study contributes to EFL pedagogy in Asian higher education by offering a reconceptualised understanding of OCF as a relational, affect-sensitive, and contextually mediated process, with implications for designing task-sensitive and learner-responsive feedback practices.

Teacher's Politeness Strategies In EFL Classroom Interaction At Junior High School

Teacher–student interaction in English as a Foreign Language (EFL) classrooms entails not only the delivery of instructional content but also the strategic use of politeness to facilitate effective communication and sustain interpersonal relationships. This study aimed to identify and analyze the politeness strategies employed by an English teacher during classroom interactions at MTSS Al-Falah. Using a descriptive qualitative design, the study involved one English teacher and Grade IX-1 students. Data were collected through classroom observations, video recordings, and field notes and analyzed using Brown and Levinson’s politeness framework, with the interactional context examined through Hymes’ SPEAKING model. The analysis identified 21 teacher utterances containing politeness strategies: 17 instances of bald-on-record, three of positive politeness, and one of negative politeness; no off-record strategy was observed. The predominance of bald-on-record strategies indicates that the teacher prioritized directness to ensure instructional clarity and facilitate classroom management. These findings demonstrate that teachers’ politeness strategies constitute context-dependent pragmatic choices shaped by instructional purposes and classroom conditions. The study contributes to EFL classroom pragmatics by highlighting the importance of strengthening teachers’ pragmatic awareness and their capacity to adapt communication strategies to specific pedagogical and interactional contexts.

Moving beyond Scripted Practice: Authentic Interaction in EFL Speaking

Speaking is a central component of communicative competence in English as a Foreign Language (EFL) learning, yet opportunities for real-world interaction in the classroom remain limited. The study investigated how face-to-face interviews with English-speaking tourists shaped the speaking development of EFL students. The study employed a qualitative-dominant mixed-methods design, using speaking scores as supporting quantitative data and 32 student reflection pieces as the main data source. Students interviewed English-speaking tourists in person, filmed their conversations, and wrote thoughts about their experiences. Five major themes emerged from the thematic analysis of the reflections: experience of real interaction, negotiation of meaning, modified interaction and feedback, impact on speaking development, and overall reflection. The findings demonstrated that although students first felt nervous and insecure, they actively used meaning-negotiation techniques such as seeking clarification, repetition, and understanding checks. To promote comprehension and efficient communication, English-speaking tourists also altered their speech by slowing down, simplifying, and correcting pronunciation. A quantitative analysis revealed an average speaking score of 84, which is classified as Good. These findings demonstrate that interactions with English-speaking tourists provide authentic communicative experiences that enhance students' confidence, vocabulary awareness, and motivation to continue learning English.

ANALYSIS OF TEACHER-STUDENT INTERACTION IN EFL CLASSROOM