DISCOURSE ANALYSIS OF TEACHER-STUDENT INTERACTION IN EFL CLASSROOM

Abstract

Classroom communication is very important when
learning a foreign language. This article explores how teachers and
students interact in English as a Foreign Language (EFL) classes using
discourse analysis. The study looks at how teachers give instructions, ask
questions, and provide feedback, and how students react and take part
in classroom talk. The research is based on recorded lessons, which help
identify important features such as turn-taking, types of interaction, and
participation patterns. The results show that clear teacher
communication—simple instructions, open questions, and helpful
feedback—builds students’ confidence, improves their understanding,
and increases participation. However, the study also points out problems
like too much teacher talk, few student answers, and communication
difficulties caused by anxiety or low language level. The article offers
practical ideas for better interaction, such as encouraging students to
speak more, reducing teacher talk time, and creating a more
communicative classroom. It also explains how discourse analysis can
help teachers reflect on their teaching. Finally, it gives recommendations
for improving classroom discourse and suggests future research on
digital tools, multimodal communication, and culturally sensitive
interaction in EFL classrooms.