Title: Questioning Classroom Interaction from a Conversation Analysis Perspective: The Case of Third-Year Undergraduate EFL Learners of Jijel University
Chadia CHIOUKH
Mohammed Seddik Ben Yahia University, Jijel
chioukh.chadia@univ-jijel.dz
https://orcid.org/0009-0007-3405-8453
Abstract
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.
Keywords: Classroom interaction, Conversation Analysis, discourse, learners’ language, teacher talk
How to Cite this Paper :
Chioukh, Ch. (2025). Questioning Classroom Interaction from a Conversation Analysis Perspective: The Case of Third Year Undergraduate EFL Learners of Jijel University. Atras Journal, 6 (2), 168-190
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