Questioning Classroom Interaction from a Conversation Analysis Perspective: The Case of Third-Year Undergraduate EFL Learners of Jijel University
DOI:
https://doi.org/10.70091/Atras/vol06no02.11Keywords:
Classroom interaction, Conversation Analysis, discourse, learners’ language, teacher talkAbstract
The present study aims to scrutinize classroom interaction as a jointly constructed process. It also aims to shed light on the mechanisms of classroom interaction generated through teacher talk and learners’ language. The study assumes that the more Algerian EFL university teachers of speaking involve their learners verbally in the construction of classroom discourse through addressing a variety of questions and feedback, the more successful classroom interaction might be, and more turns and adjacency pair parts might be generated by learners. To fulfill this aim, the study adopts a descriptive research paradigm, employing Conversation Analysis to capture the dynamics of classroom interaction in speaking classes. To this end, two classes of speaking, each comprising 25 (i.e., 50 out of 210) third-year undergraduate students taught by two teachers, were involved. The study attempts to ponder the extent to which discourse produced in the two different classroom contexts is interactive. The results showed that classroom interaction was more prompted by the types of questions, directed feedback, and learners’ turn-taking. The results demonstrated that the structure of classroom interactional mechanisms is characterized by the Initiation-Response-Follow-up pattern, making it a very rigid interactional process.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 ATRAS journal
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Licensing Framework
ATRAS utilizes the Creative Commons Attribution-NoCommercial 4.0 International License, which permits others to remix, tweak, and build upon the work non-commercially, as long as the original work is properly cited. All the journal’s content is under Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4-0).
Importantly, the intellectual property rights of the submitted papers remain with the contributors. ATRAS, published by Saida University, Dr Moulay Tahar, Algeria, does not collaborate with any private publishing companies to promote its publications. This policy is in place to prevent deceptive publishing practices. Furthermore, ATRAS strictly prohibits the commercial use or marketing of its published material.
Authors retain the right to reproduce and distribute their articles in any format, without prior authorization, with the proper acknowledgement of the first publication.
Authors are encouraged to self-archive their articles online (in institutional repositories, personal websites, etc.). Any such posting must include an appropriate citation and a link to the journal’s website.
Copyright Holder
Researchers who publish their manuscripts in ATRAS agree to the following:
Copyright and Licensing:
Author (s) retain unrestricted copyrights and publishing rights of their works, which are made available under the Creative Commons Attribution-NonCommercial CC BY-NC 4.0 (CC BY-NC 4.0), permitting others to:
SHARE: Copy and redistribute the materials in any format and medium.
ADAPT: Remix, transform, and build upon the material.
The licensor cannot revoke these freedoms as long as he follows the license terms, which are:
ATTRIBUTION: Proper credit must be given, with a link to the license, and any modifications noted. This should not imply endorsement by the licensor.
NONCOMMERCIAL: The material cannot be used for commercial purposes.
Additional Agreements: Researchers can enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal’s published versions of the work (e.g., post it in an institutional repository or publish it in a book) with acknowledgement of its initial publication in ATRAS.
Online Sharing: Authors are permitted and encouraged to share their works online (e.g., in institutional repositories or on their websites) prior to and during the submission process, promoting productive exchanges and increasing citations.
