Speakers
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 a high 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.
Keywords: classroom interaction, IRF model, facilitation strategies, pre-service teachers
Biography
1) Quynh-Nhu PHAN is a senior lecturer at Hue University of Foreign Languages and International Studies. She obtained her MA in Applied Linguistics at the University of Queensland, Australia and her PhD in Education at the University of Technology, Sydney, Australia. Her research interests include TESOL, teacher education and professional development. She has extensive experience in teaching EFL to learners of various levels, training in-service and pre-service teachers, and developing teacher training materials.
2) Tran-Hoai-An PHAM is a senior student at University of Foreign Languages and International Studies, Hue University, majoring in English Language Teaching. Her research interests include language teaching, teacher education, sustainable language learning, and professional development. She has extensive experience teaching English as a foreign or second language to underprivileged learners across various proficiency levels, including students with visual impairments. Additionally, she has been actively involved in teacher training programs, particularly in implementing effective teaching approaches and methods for underprivileged students.
