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

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.

ANALYSIS OF TEACHER-STUDENT INTERACTION IN EFL CLASSROOM

Exploring The Role of Teachers in the Implementing English Language Teaching Strategies at SMPN 2 Telaga

This study aims to explore the roles of teachers in implementing English language teaching strategies at SMPN 2 Telaga. Employing a qualitative case study design, data were collected through classroom observations, semi-structured interviews, and document analysis of lesson plans. The findings reveal two contrasting pedagogical orientations. One teacher adopts a teacher-centered approach that emphasizes structured instruction and linguistic accuracy but limits student interaction. In contrast, the other teacher applies a student-centered and communicative approach that actively promotes student engagement, participation, and confidence in using English. The study further indicates that the student-centered approach is more effective in fostering meaningful learning, although challenges remain in addressing differences in students’ confidence and participation levels. These findings highlight that effective English language teaching requires the integration of pedagogical, communicative, and affective aspects. Teachers are therefore encouraged to balance structured instruction with interactive learning, provide both corrective and supportive feedback, and create a motivating classroom environment to enhance student engagement and learning outcomes.

Practices and Strategies for Teaching Speaking in Large Classes

This study explores the strategies used by secondary-level English teachers to teach Speaking skill in large sized English language classes. This study employs a descriptive qualitative approach. I collected data and information through observations and interviews with two experienced English teachers from two community schools of Kathmandu district. Information from these interviews and classroom observations was analyzed both descriptively and thematically. The findings reveal that teachers use a variety of strategies such as role-play, language games, group discussion, project work, presentations, pair work, and strip stories to promote students’ speaking proficiency in large classes. The study also found that teachers integrate speaking activities with other language skills and aspects to encourage meaningful communication. However, teachers face challenges, including classroom management difficulties, excessive noise, limited individual participation, mixed-level learners, and low student engagement. To address these challenges, teachers commonly use group division, peer support, task allocation, and classroom monitoring techniques. Based on the findings, the study recommends that schools and educational authorities provide regular professional development training on managing large speaking classes, supply adequate teaching materials and technological resources, and reduce class size where possible. The study further suggests that curriculum planners should place greater emphasis on practical speaking activities and communicative competence in English language classrooms, particularly in resource-limited community schools.

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.

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.