چکیده مقاله
This study explores teacher dominance and learner participation in Iranian online EFL classrooms through a corpus based analysis of spoken teacher student interactions online sessions involving five teachers and 60 intermediate level students were held and recorded in 10 sessions and the obtained data from transcribed spoken communications were analyzed considering the Initiation Response Feedback IRF framework and the Communicative Orientation of Language Teaching COLT coding scheme Findings reveal a largely teacher centered interaction pattern, with teachers producing approximately 60% of the spoken turns Although most interactions followed the full IRF sequence, a significant portion lacked feedback, limiting deeper learner engagement Elaborative feedback was found to promote longer and more meaningful student responses compared to evaluative and corrective feedback Furthermore, student initiated exchanges were relatively low, indicating limited opportunities for learner led communication The study highlights the need to foster more balanced interaction and richer feedback in Iranian virtual EFL classrooms to enhance learner participation and language development
کلیدواژهها
نویسندگان
Hossein Siahpoosh
Assistant Professor, Department of English, Ard C , Islamic Azad University, Ardabil, Iran
Soraya Abaszadeh
Ph D Candidate in English Language Teaching, Department of English, Faculty of Humanities, Islamic Azad University, Ardabil Branch, Ardabil, Iran
شیوه ارجاع
Siahpoosh, Hossein and Abaszadeh, Soraya,1404,Exploring Teacher Dominance and Learner Participation: A Corpus-Based Analysis of Spoken Teacher- Student Interactions in Iranian Online EFL Classrooms,22nd International Conference on Language , Literature , Culture and History Studies,Tehran
ارائهشده در
مجموعه مقالات بیست و دومین کنفرانس بین المللی مطالعات زبان، ادبیات، فرهنگ و تاریخ24 مرداد 1404 · تهران