This study aims at empirically furthering awareness of the organization of interaction in EFL classes. Informed by the methodological framework of conversation analysis, it draws upon a corpus of 52 three-hour naturally-occurring classroom interaction to identify classroom interactional contexts based on the structuring of the pedagogic goals in turn-taking sequences. Conversation analytic proc...

A design rationale for introducing electronic equipment for student interaction in lecture theatres is presented, linking the instructional design to theory. The effectiveness of the equipment for learning depends mostly on what pedagogic method is employed: various alternative types are introduced. Prospective studies are outlined for exploring its use over new ranges of application. Rival vie...

pairing theory with methodology, this study demonstrates how efl teachers’ limited wait-time practice structures in and affects the structuring of the unfolding classroom discourse with reference to learners’ participation opportunities. informed by the tenets of conversation analysis, we have observed, videotaped, and transcribed line-by-line 10 efl teachers’ naturally-occurring classroom inte...

Teacher-Student Interaction in Primary Schools Succeeding and Failing in PIRLS 2006 and TIMSS 2007 S. Aghdasi A.R. Kiamanesh, Ph.D. M. MahdaviHezaaveh M. Safarkhaani To evaluate the student-teacher interactions in the classroom along the psychological and moral dimensions, and deduce any relationship between such interactions and the students' performance on PIRLS, a sa...

The overview of this article relates to the dimensions of classroom interaction and integration of digital classrooms, which also provides a wealth of information pertaining to the significance of this research. This article first conceptualizes the complex framework of classroom interaction. Following on, the application of digital technologies on the dimensions of classroom interaction is als...

Initiation, Response, and Feedback(IRF) sequences are the most frequent interaction network in any classroom contexts. IRF sequences have been examined profusely in previous studies and were reported to be negatively correlated with participation opportunities (Kasper, 2006; Cazden, 2001; Ellis, 1994).In all these studies, all contingent factors of any classroom context which might influence in...

Recent communicative approaches have suggested that one goal of English language teaching should be to replicate 'genuine' or 'natural' rather than 'typical' or 'traditional' classroom communication. This article argues that such a goal is both paradoxical and unattainable, and that there are serious flaws in the assumptions underlying the communicative orthodoxy concerning ELT classroom intera...