Speaker
Description
Based on the Initiation–Response–Feedback (IRF) model proposed by Sinclair and Coulthard (1975), this study aims to analyse classroom interaction patterns and classroom interaction facilitation strategies used in English-speaking lessons. The study involved the voluntary participation of four pre-service teachers (PSTs) who were conducting their teaching practicum at an upper-secondary school in Central Vietnam. Qualitative data were collected from four classroom observations with audio recordings and semi-structured interviews with individual teachers. The results indicate that the IRF model was consistently observed throughout the lessons, with teaching exchanges predominating, followed by boundary exchanges and student-initiated exchanges. Within teaching exchanges, all types of free exchanges were identified, with eliciting exchanges occurring most frequently, suggesting teacher-dominated classrooms. Among bound exchanges, re-initiation (i) was the most common, followed by re-initiation (ii), repeat, reinforce, and listing. In addition, variations such as semi-complete (Initiation-Response) and incomplete (Initiation-Feedback) patterns were also identified. Regarding classroom interaction facilitation strategies, the PSTs' perceptions and practices were not always aligned. While they commonly used display questions, they acknowledged the importance of referential questions in promoting classroom interaction. In terms of feedback, they recognized the value of positive feedback in facilitating classroom interaction and mainly employed it. As for corrective feedback, they often used explicit and input-providing types, despite perceiving implicit and output-prompting feedback as more effective. This paper concludes with practical implications for pre-service teachers, teacher educators, and curriculum developers in enhancing classroom interaction management skills within teacher training programs to support the use of English in communicative environments.
Keywords: classroom interaction, IRF model, facilitation strategies, pre-service teachers.
Biography
Tran-Hoai-An PHAM is an EFL teacher at a lower secondary school in Da Nang City, Vietnam. Her research interests include language teaching and learning, teacher education, sustainable language learning, and teacher professional development. She has taught English to learners from diverse backgrounds and proficiency levels, including underprivileged students and learners with visual impairments. She is also actively involved in teacher training, with a particular interest in effective pedagogical practices and inclusive approaches to language education.
| Affiliate type | Vietnamese public school |
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