Engagement in initiation, response, and feedback in L2 classroom interactions

Engagement in the L2 classroom is consequential for enhancing quality of learning experiences; however, exploration engagement Initiation, Response, and Feedback (IRF) cycles has received scant attention pedagogy. This study reports on research, examining moves IRF cycles. Video recordings questionnaires were used to collect data from ten EFL classes, being directed by eight teachers, with 73 learners. Using a post-interaction questionnaire conversation analysis interactions, revealed 784 triadic out which 493 embodied engagement. The showed that not only do Response stages afford learners opportunity deliberate Form-focused language-related episodes (F-LREs), Lexis-focused LREs (L-LREs), Mechanical (M-LREs), but they also promote social affective comments deeper understanding participants’ findings certain features peers’ contributions encourage during results demonstrated scaffolding, mutuality, reciprocity, back-channeling, commenting preceding made socially engaged. suggests can create ad-hoc chances interactions.