Exploring Classroom Discourse in Applied Linguistics: Analysing IRF Interaction Patterns in Offline and Online

Siska Oktawidya Wati, Azza Suzuasmisyah, Hafizul Chair, Multi Efrini

Abstract


This study explores the dynamics of classroom discourse in offline and online English language classrooms, focusing on the Initiation-Response-Feedback (IRF) interaction pattern. While classroom discourse is critical for shaping language learning, research comparing interaction patterns in offline and online environments remains limited. This study aims to fill this gap by examining the IRF patterns in offline and online classes at UIN Mahmud Yunus Batusangkar, Indonesia. A qualitative approach was employed, involving classroom observations and analysis of recorded interactions between lecturers and students. The findings indicate that offline classrooms foster more balanced interactions, with the I R I R I R pattern being common. In contrast, online classrooms were dominated by lecturer-initiated exchanges, with the I I I R I pattern prevailing, reflecting the passive participation of students. Key findings highlight that student elicitation was absent in online learning, while it was present in offline settings. The study emphasizes the importance of adjusting teaching strategies in online environments to enhance student engagement and participation. Future research should explore how technological tools and different teaching methodologies affect interaction dynamics across various educational contexts

Keywords


Classroom Discourse; IRF Interaction Pattern; Applied Linguistics

Full Text:

PDF

References


Anderson, T. (2008). The theory and practice of online learning. AU Press.

Cazden, C. B. (2001). Classroom Discourse: The Language of Teaching and Learning. Heinemann.

Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.

Garrison, D. R., Anderson, T., & Archer, W. (2020). The Community of Inquiry Framework: A Review of Recent Research. Computers & Education, 148, 103-121.

Hu, X., & Lee, H. (2021). Teacher feedback in online synchronous classrooms: Challenges and strategies. Language Learning & Technology, 25(1), 78-91.

Mehan, H. (1979). Learning Lessons: Social Organization in the Classroom. Harvard University Press.

Salmon, G. (2000). E-moderating: The key to teaching and learning online. Routledge.

Sinclair, J., & Coulthard, M. (1975). Towards an Analysis of Discourse: The English Used by Teachers and Pupils. Oxford University Press.

Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Walsh, S. (2011). Exploring Classroom Discourse: Language in Action. Routledge.

Zhang, H., & Zheng, B. (2022). Enhancing student participation in online learning: The role of synchronous text-based discussions. Educational Technology Research and Development, 70(2), 345-362.




DOI: https://doi.org/10.31004/jele.v10i6.1876

Refbacks

  • There are currently no refbacks.


Copyright (c) 2025 Siska Oktawidya Wati, Azza Suzuasmisyah, Hafizul Chair, Multi Efrini

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.