Exploring teacher-student interaction in task and non-task sequences
Bibliographic Data
| ID | 7155472 |
|---|---|
| Authors | Yan Zhu (0000-0002-4955-2880, Fudan University), Jonathan Newton (0000-0001-7264-6829, Victoria University of Wellington), Yue Liu (0000-0001-8357-1332, High School Affiliated to Fudan University , 383 Guoquan Road , Yangpu District , Shanghai , 200433 , China), Dingfang Shu (0000-0002-0890-4915, The Shanghai Center for Research in English Language Education , 12656 Shanghai International Studies University , 550 West Dalian Road , Hongkou District , Shanghai 200083 , China, corresponding author) |
| Year | 2025 |
| Volume | 63 |
| Issue | 3 |
| Pages | 1691-1713 |
| Publication date | 2025-09-25 |
| Open Access | No |
| Type | ARTICLE |
| Venue | IRAL - International Review of Applied Linguistics in Language Teaching (JOURNAL) |
| Journal identifiers | ISSN: 0019-042X • E-ISSN: 1613-4141 |
| Publisher | Walter de Gruyter GmbH (PUBLISHER • DE) |
| DOI | 10.1515/iral-2024-0164 |
| OpenAlex | W4406219353 |
| Language | EN |
| Citations received | 1 |
| References cited | 47 |
In TBLT research, there is a noticeable lack of attention to the use of tasks with whole classes. This study seeks to address this gap by investigating the discourse of whole-class task-based teacher-student interaction compared to other types of teacher-student interaction in EFL classrooms in a primary school in China. A total of 223 pedagogic sequences from 16 EFL lessons taught by Chinese teachers to Grade 1 to 5 primary school student were recorded, transcribed, and coded as tasks or non-tasks using the four defining features of tasks proposed by Ellis and Shintani (2014. Exploring language pedagogy through second language acquisition research. London: Routledge ). The analysis revealed that 95 sequences were task-based, 44 were non-task-based (i.e. they contained none of the four task features) and a further 84 sequences were also non-task-based but contained some but not all the four task features. In terms of the discourse features of task versus non-tasks sequences, task sequences had a higher ratio of teacher talk to student talk, a higher frequency of IRF exchanges, a lower frequency of teacher-class interaction, a lower frequency of teacher-initiated exchanges, a higher frequency of FoM exchanges and a lower frequency of FoFs exchanges, and a higher frequency of both display and referential questions. Overall, the findings provide process-oriented evidence for the distinctiveness of task-based teacher-student interaction
Class (philosophy) · Mathematics education · Optimal distinctiveness theory · Pedagogy · Task (project management) · Task Analysis · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Psychology · Second Language Acquisition and Learning · Second Language Learning and Teaching · Social Psychology
Exploring Classroom Discourse
Focus on form
Reevaluating the IRF sequence
Negotiation for Meaning and Peer Assistance in Second Language Classrooms
R as a Lingua Franca
What's the use of 'triadic dialogue'?
Teacher Questions
Using the Tool-Kit of Discourse in the Activity of Learning and Teaching
A holistic approach to task‐based interaction
The role of topicalization in classroom language learning
Teachers, pupils and tasks
The Effects of Referential Questions on ESL Classroom Discourse
"Information Gap" Tasks
| Citations per year | 1 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |