Experimental analysis reveals the IRF model fosters teacher-centered discourse in ESL/EFL classrooms, suggesting changes for learner autonomy.
Key Points
The analysis shows that the IRF model encourages teacher-centered discourse, limiting student involvement and growth.
Evidence from online lesson recordings illustrates how conversation patterns affect classroom engagement, highlighting the IRF model's drawbacks.
This observational study utilized the IRF framework to analyze classroom interactions, revealing structural limitations in fostering student participation.
The findings call for shifting towards more learner-centered teaching methods to enhance communicative competence and active participation in ESL/EFL contexts.