Turn-Taking and Power Relations in an EFL Mini-Vlog Task: A Fairclough-Based Critical Discourse Analysis of a Ninth-Grade Classroom

Nenden Nur Humairah, Lucky Rahayu Nurjamin, Yustika Nur Fajriah

Abstract


Classroom discourse research rarely examined turn-taking dominance within task-based digital assignments, despite its relevance for understanding power distribution between teachers and students. This study addressed that gap by investigating turn-taking patterns during a mini-vlog simulation task in a ninth-grade EFL classroom, aiming to identify speaking duration, dominance, and negotiation mechanisms between the teacher and students. The researcher applied a qualitative case study design grounded in Critical Discourse Analysis, employing Fairclough's three-dimensional framework to analyse video recordings and verbatim transcripts collected across three classroom sessions involving eighteen participants. Findings revealed that the teacher dominated speaking turns during instructional explanation, whereas students dominated turns during their group presentations, reversing typical classroom asymmetry. Evaluative feedback and institutional closure, however, preserved the teacher's underlying authority throughout the interaction. This study concluded that task design shaped turn-taking dynamics more strongly than fixed classroom hierarchy, offering practical implications for designing student-centered EFL speaking assignments.


Keywords


Critical Discourse Analysis; Fairclough's Three Dimensions; Mini-Vlog Task; Turn-Taking

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References


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DOI: https://doi.org/10.31004/jele.v11i5.3219

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