A Critical Discourse Analysis of Teacher-Student Interaction in EFL Classrooms: Power, Turn-Taking, and Initiation-Response-Feedback Patterns

Abstract

This qualitative single-case study examines teacher-student interaction in one publicly available English as a Foreign Language (EFL) speaking lesson. It investigates how turn-taking is organised, how Initiation-Response-Feedback (IRF) sequences shape communication, and how classroom discourse constructs teacher authority and student participation. The data comprise a recorded lesson on special events and a transcript of classroom exchanges. Sinclair and Coulthard's IRF model guided the analysis of exchange structure, while Fairclough's Critical Discourse Analysis (CDA) framework informed the interpretation of authority and participation. Exchanges were coded for initiation, response, feedback, questioning, turn allocation, and student participation. The findings indicate that the teacher initiated most exchanges, selected speakers, evaluated responses, and controlled topic progression. Students generally contributed brief answers to teacher prompts, with limited opportunities for self-selection, elaboration, or topic initiation. Evaluative feedback acknowledged responses while reinforcing the teacher's authority to validate knowledge and close exchanges. These patterns supported orderly interaction but restricted opportunities for independent contributions. The study highlights how teacher nomination and evaluative closure jointly shape participation, demonstrating that frequent responses do not necessarily indicate learner agency. The findings are specific to the analysed lesson and suggest that extending exchanges through follow-up questions could provide more space for extended student contributions.