Analysing non-verbal interaction within the IRF framework in remote Chinese EFL grammar classrooms

This study investigates the manifestations and underlying motivations of non-verbal interaction (including silence) within the Initiation–Response–Feedback (IRF) pedagogical model in high-school EFL grammar classrooms in remote regions of China. Drawing on classroom observations and semi-structured interviews conducted at a public senior high school in Lianzhou, Guangdong Province, involving 40 students, the research first quantifies the frequency of non-verbal cues—such as silence, eye contact, facial expressions, and body posture—across the three IRF phases (Initiation, Response, Feedback), revealing that such interaction peaks during the Feedback phase. Thematic analysis of the interview data subsequently demonstrates that these behaviours do not signify disengagement; rather, they reflect processes of deep cognitive engagement, emotional regulation, or expressions of anxiety and uncertainty, often driven by factors such as limited self-confidence and reduced opportunities for verbal participation. Pedagogically, this study enriches existing theories of classroom interaction by systematically integrating non-verbal behaviour—including silence—into the IRF framework, thereby offering new insights for educators in interpreting student silence. It further advocates for the incorporation of open-ended questioning, extended wait time, and structured peer-discussion opportunities to optimise grammar instruction. Additionally, the research underscores the importance of professional development programmes focused on recognising and interpreting non-verbal cues, ultimately fostering a more inclusive and responsive EFL learning environment in under-resourced contexts.