Teacher-Student Interaction in Technology-Enhanced Elementary EFL Classrooms in China: A Discourse Analysis of Initiation-Response-Feedback Patterns

• In Event: 69.057 - Roundtable Session 32
  In Roundtable Session: 69.057-14 - Exploring Strategic L2 Development

Abstract

While inclusion of multimedia technology enables diverse classroom activities in EFL classroom, its influences on classroom interactions are under-examined. To address this gap, this study examines the influence of technology use on teacher-student interaction patterns (i.e., initiation-response-feedback or IRF patterns) in technology-enhanced primary EFL classrooms in China. Discourse analyses of randomly selected 10 videos of Chinese EFL lessons with technology support from a larger project revealed that technology was used mainly as a presentation tool; and teacher-student interaction patterns in technology-enhanced primary EFL classrooms in China are characterized by highly simplified teacher talk in teacher initiation utterances, limited student responses, and minimal teacher feedback. The findings caution extensive teacher-centered technology use in EFL classrooms.

Authors

• Guofang Li, University of British Columbia

• Youngeun Jee, University of British Columbia

• Zhuo Sun, The University of British Columbia