Analysis of Teacher-Student Discourse in an English Classroom

This report provides an analysis of classroom discourse within an English language teaching environment, focusing on the interactions between teachers and students. The study investigates key areas such as Teacher Initiated Interaction (TIT), Initiate Response Feedback (IRF/E) structures, the effectiveness of questioning techniques, and the overall dynamics of turn-taking in the classroom. The analysis highlights the role of teacher feedback and its impact on student learning, emphasizing the common question-answer-comment cycle. The report also explores challenges in classroom discussions, including student competitiveness and the management of diverse student perspectives. Furthermore, it examines the use of digital resources and the importance of student participation and open-ended questioning to foster a constructivist learning environment. The analysis concludes with reflections on how to enhance learning through positive discourse patterns and proposes alternative approaches to classroom talk, considering their implications for student engagement and the overall learning experience. The study is a contribution to Desklib, a platform that provides students with AI-based study tools, including past papers and solved assignments.

Running Head: ENGLISH 1
Language Teaching and Learning
Name of student
Name of University

ENGLISH 2
Introduction
Education is intrinsically linked with teaching activities and learning process depends
heavily on the interaction that take place between teachers and students. The learning process is
thus reliant not just on the teachers, but is managed by everyone and including the students. An
interesting conversation based on active participation of the students and thoughtful provocation
by the teacher can promote a quality learning experience. This paper will investigate and analyze
the discourse of a specified classroom setting between teachers and students. The analysis will
focus on certain areas of discourse such as Teacher Initiated Interaction (TIT), Initiate Response
Feedback (IRF/E), the effectiveness of questions in the classroom, and the general exchange of
turns in a classroom.
Teacher Response Feedback (Evaluation)
The experiences with the feedback of the teachers play a significant role in knowing the
accurate portrayal of the learning and evaluate any shortcomings. The verbal interaction between
teachers and students take place in all classrooms and at all levels. When the teacher asks a
question, she may get a response from a few or a couple of more students. The teacher listens to
the responses made and asks a further question throughout the course of a lesson. IRF/E is the
most typical structure that symbolizes a classroom discourse.
The excerpts from the lessons show that the teacher directs the discussion by asking
questions and then commenting on those answers to ask further questions. Thus, one finds a
question-answer-comment- question cycle within the classroom. At times the questions are
repeated several times to draw the students' attention and remind them of what has been learned
and that they are expected to know the answer. The teacher asked the students to clarify and
summarize their answers to test their understanding of the subject.
Challenges of ideas

ENGLISH 3
During the class discussions, there was underlying competitiveness when the teacher
talked about their personal experiences. When the classroom was divided into two groups, and
the students were given task, it was a challenge for both the students and the teachers. The
students found it challenging to come up with original ideas and prevent the other group form
imitating their concepts. As for the teacher, it was a bit tough for her to manage the structure and
function of the task, based on the ability differences of the class.
Challenging conversations might take place among students with politically charged
attitudes, and the teacher may have to face complicated problems. A cultural appropriation can
help lighten any misconceptions without hurting the sentiment of any student.
Comparing what they have learned
Students, when asked about their learning experiences from different systems, showed an
inclination towards eLearning. They found the Digital Library System very useful because of the
increased accessibility and higher convenience. They like the idea of complete freedom to assess
the Digital Library with no restrictions due to their geographic location or any physical
boundaries. They can access an enormous amount of information and even share the content with
others. Learning Management Systems cannot replace the Digital Library System as it lacks the
ability for fast and multiple searches of different educations sources and share those journals,
books, and other scholarly content. Digital Libraries have indeed revolutionized the way
students’ access and share information for their academic projects. Moreover, the Digital
Libraries encourage and support collaboration and cooperation among students.
Appropriation of the students’ ideas

ENGLISH 4
The teacher asked the students to engage actively and share their own experiences and
learning. Discussions were encouraged within the groups, and the students were encouraged to
present their ideas later to get better clarity and enjoy an enriching learning experience.
The talking time should be reasonably distributed between the teachers and the students.
As in an average classroom, the teachers talk for most of the time; as an alternative, students
should be encouraged to talk more and share their ideas and ask questions. The classroom should
shift from the controlled discourse to an active and participative one where there is a balance in
the course of learning.
Open-ended questions
Open-ended questions that surfaced during the presentation added to the constructivist
nature of the learning process. A higher number of students showed more interest and
participated actively. The use of arguments, along with certain ways of talking and thinking,
encouraged expert participation, and developed higher mental processes.
It is essential to focus on questions that challenge the students to think coitally and apply
the learning theories of the curriculum in their daily experiences and practical situations. Those
alternatives can develop intellectual skills among the students and recall what they have learned.
Teacher Initiated Interaction
As the classroom is controlled by the teacher, she is the one who initiates the
conversations and talks a lot. She introduces the concepts of the lesson, encourages the students
to respond and reply. By using phrases like “any volunteers,” “Yes, what else?” or “Any ideas?”
she keeps the students interested and targets certain students to give the answers. While the
students respond with brief or very short answers, they expect the teacher to expand and explain
the answers. The teacher keeps provoking “How” questions and thus forcing them to respond.

ENGLISH 5
As an alternative, the teacher can encourage the students to ask more questions, based on
their authority and reasoning. It is a well-known fact that students are more likely to get
influenced by their peers rather than by the teacher. Thus, the teachers can try a student-initiated
interaction at times to enhance their learning abilities and have their thinking changed.
Reflection
A reflection of the above analysis shows how the effectiveness of the learning within the
classroom can be enhanced with Teacher Initiated Interactions and Response Feedback. A
positive and stimulating learning environment takes shape with the right discourse patterns and
appropriate structures. The teacher-led discussions get shaped and progressed based on the social
relationship between the teacher and the students. Students volunteer and feel motivated to
answer and ask more questions. The results of this research show the significance of the teacher's
and students’ interactions within the classroom and how it can characterize the learning
experience.