Exploring the use of the IRF pattern in EFL classroom discourse
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Date
2024
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Publisher
University of Oum El Bouaghi
Abstract
Classroom discourse involves the spoken interactions between teachers and students in a classroom setting. It includes conversations, discussions, and communication during learning activities. Good classroom discourse is key for learning, engaging students, and fostering a collaborative atmosphere. Studying classroom discourse helps understand teaching methods, student involvement, and how interactions shape the learning environment. The study focuses on three main research questions. Firstly, is the discourse used in EFL classrooms dialogic or monologic? Secondly, how do EFL teachers currently utilize the IRF pattern in classroom discourse? Lastly, what strategies can be employed to enhance the implementation of the IRF pattern in EFL classrooms? The purpose of this study was to explore whether there is interaction in the classroom or not, and how the IRF pattern fosters interaction. In this study, the data from classroom observations and audio recordings were analyzed qualitatively. The study’s findings showed that there is a dialogue and interactions between teachers and students. The discourse used in EFL classrooms is dialogic. To conclude, some recommendations were proposed to enhance the implementation of the IRF pattern in EFL classrooms. This includes the full understanding of IRF pattern, creating a supportive environment for students, addressing their concerns about making mistakes, and promoting active participation.