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

• In Event: K-12 Perspectives on Technologies + Pedagogies

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 comparative 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. Four class videos were selected, two from teachers with high and low engagement in technology use respectively. Discourse analyses of these class videos revealed that the patterns of technology use remained similar across the two groups of teachers. Moreover, technology-enhanced instruction from both group facilitated minimal students’ spontaneous or authentic output in target language. The findings caution extensive teacher-centred technology use in EFL classrooms.

Authors

• Guofang Li, University of British Columbia

• Zhuo Sun, The University of British Columbia

• Youngeun Jee, University of British Columbia