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TEACHER TALK AND CLASSROOM DISCOURSE IN INDONESIAN EFL TEACHING: AN INTERCULTURAL PERSPECTIVE

Open access
Qothrunnada, Zanuba, Rini, Setia·2026·ELLTER Journal
DOI 10.22236/ellter.v7i1.22465
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Abstract

This study explores teacher talk and classroom discourse in Indonesian EFL teaching from an intercultural perspective. Using classroom discourse analysis, the study examines how teacher talk structures classroom interaction and reflects sociocultural norms embedded in instructional communication. A qualitative approach was employed, with data collected through audio-recorded classroom observations supported by field notes. The recorded interactions were transcribed verbatim and analyzed to identify interactional patterns, functions of teacher talk, and intercultural features within classroom discourse. The findings indicate that classroom interaction was predominantly teacher-initiated and largely followed the Initiation–Response–Feedback (IRF) pattern. Teacher talks primarily functioned to manage classroom activities, deliver instruction, and evaluate student responses, while opportunities for extended student participation remained limited. From an intercultural perspective, classroom discourse reflected cultural values related to respect for authority, politeness, and harmony, which influenced turn-taking practices and students’ reluctance to initiate interaction. The study highlights that teacher talk functions not only as a pedagogical tool but also as a culturally situated practice, and emphasizes the importance of reflective teacher awareness in fostering more dialogic and interculturally responsive EFL classroom discourse.

AI snapshot

Written from the paper’s full text.

TL;DR

This qualitative classroom discourse study examines teacher talk in one Indonesian EFL classroom from an intercultural perspective, finding predominantly teacher-initiated interaction organized around the IRF pattern. Teacher talk supported management and instruction but limited extended student participation, while also reflecting cultural values of respect for authority, politeness, and harmony.

Key findings

  • Classroom interaction was largely teacher-dominated: the study reports 112 teacher turns versus 68 student turns, with most student turns being short responses.
  • The Initiation-Response-Feedback (IRF) pattern dominated exchanges; teacher talk mainly managed classroom activities, delivered instruction, and evaluated student responses.
  • Display questions were much more frequent than referential questions (26 vs. 6), and evaluative feedback was much more frequent than elaborative feedback (34 vs. 8), limiting extended student talk.
  • From an intercultural perspective, discourse reflected respect for authority, politeness, and harmony, influencing turn-taking and students’ reluctance to initiate interaction.

Methods

  • Qualitative design using classroom discourse analysis, with data from audio-recorded classroom observations supported by field notes.
  • Participants were one EFL teacher and a class of approximately 30 students aged 16–17 with intermediate English proficiency; the teacher had four years of teaching experience and formal ELT training.
  • Data consisted of two recorded regular English lessons, each about 45 minutes, totaling approximately 1.5 hours in October 2025; recordings were transcribed verbatim and coded for teacher talk functions, interactional features such as IRF and turn-taking, and intercultural aspects linked to Byram’s ICC framework.

Limitations

  • The paper states that the study is based on a single classroom and that findings should be understood as context-specific rather than broadly generalizable.
  • The paper states that no second coder was formally involved, though coding was discussed with peers and an audit trail was maintained.
  • Evident from the text: the data set is small, involving one teacher, approximately 30 students, and only two 45-minute audio-recorded sessions, which limits the range of interactional practices that could be captured.

Model-written summary. Check it against the paper before relying on it.

Integrity signals

Registry

Crossref · 10.22236/ellter.v7i1.22465

Cites

0 citation errors · 1 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

0 of 30 cited sources checked · 0 supported · 0 flagged

  • Findingown data

    Instructional talk is often direct and task-oriented.

    “For example, instructional talk is often direct and task-oriented:”
    Quote in the paperNot a substantial claim
  • Findingown data

    In the recorded data, teacher turns (112) outnumbered student turns (68).

    “Teacher turns 112 Dominant in managing interaction Student turns 68 Mostly short responses”
    Quote in the paperSubstantial claim
  • Findingown data

    Display questions (26) were more frequent than referential questions (6).

    “Display questions 26 Focus on factual recall Referential questions 6 Limited use”
    • Also stated in: § Functions of Teacher Talk in Managing Classroom Discourse · plain
      “In terms of questioning, display questions were used more frequently:”
    Quote in the paperNot a substantial claim
  • Findingown data

    Teacher talk serves several key functions, particularly in giving instructions, asking questions, and managing classroom activity.

    “The analysis also shows that teacher talk serves several key functions, particularly in giving instructions, asking questions, and managing classroom activity.”
    Quote in the paperNot a substantial claim
  • Findingown data

    Most exchanges followed a clear Initiation-Response-Feedback (IRF) sequence, where the teacher initiated the interaction, students responded briefly, and the teacher provided immediate feedback.

    “Most exchanges followed a clear Initiation-Response-Feedback (IRF) sequence, where the teacher initiated the interaction, students responded briefly, and the teacher provided immediate feedback.”
    Quote in the paperSubstantial claim
  • The quote only partly states this claim. 1
  • May combine two claims. 24
  • Classified as probably not a substantial claim. 18

  • The quote only partly states this claim.

    Findingown data

    Evaluative feedback (34) was more frequent than elaborative feedback (8).

    “Evaluative feedback 34 e.g.,”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingcitation

    Students tend to respond carefully and wait for cues, while teachers often use softened language to guide participation.

    “Students tend to respond carefully and wait for cues, while teachers often use softened language to guide participation.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    Teacher talk played a dominant role in organizing interaction, with most exchanges initiated and controlled by the teacher and only limited student initiation.

    “The findings show that teacher talk played a dominant role in organizing interaction, with most exchanges initiated and controlled by the teacher and only limited student initiation.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Premisecitation

    Teacher talk strongly influences the quantity and quality of student participation, opportunities for interaction, and development of learners' communicative competence.

    “Previous studies have consistently shown that teacher talk strongly influences the quantity and quality of student participation, opportunities for interaction, and the development of learners' communicative competence (Sert, 2020;Walsh & Mann, 2021;Seedhouse, 2004).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Sert, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Walsh & Mann, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Seedhouse, 2004

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    Although no second coder was formally involved, the researcher maintained detailed notes of the analytical process as an audit trail to ensure transparency.

    “Although no second coder was formally involved, the researcher maintained detailed notes of the analytical process as an audit trail to ensure transparency.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationreasoning

    The instruction 'don't talk' reinforces classroom control and emphasizes the teacher's authority.

    “The instruction”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Learning opportunities are created through interaction, and the quality of classroom discourse can either facilitate or constrain students' access to language learning.

    “This approach emphasizes that learning opportunities are created through interaction, and that the quality of classroom discourse can either facilitate or constrain students' access to language learning.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Walsh, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Interpretationcitation

    The IRF pattern is used to maintain lesson efficiency, but it also limits opportunities for extended student talk.

    “This supports the idea that the IRF pattern is used to maintain lesson efficiency, but it also limits opportunities for extended student talk (Walsh, 2020).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Walsh, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Intercultural communicative competence involves attitudes such as openness and curiosity, knowledge of cultural practices, and skills of interpreting and relating meanings across cultures.

    “Drawing on Byram's framework, ICC involves several interrelated components, including attitudes (such as openness and curiosity), knowledge of cultural practices, and skills of interpreting and relating meanings across cultures (Byram, 2021;Sercu et al., 2022;Deardorff, 2006).”
    Quote in the paperNot a substantial claim0 of 3 sources checked
    • cites Byram, 2021 source
    • cites Sercu et al., 2022

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Deardorff, 2006 source

  • Classified as probably not a substantial claim.

    Premisecitation

    Language classrooms are social and cultural environments where meaning is negotiated through interaction.

    “Language classrooms are no longer viewed merely as spaces where grammatical knowledge is transmitted, but as social and cultural environments where meaning is negotiated through interaction (Walsh, 2020;Hall, 2019;Kramsch, 1998).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Walsh, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Hall, 2019

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Kramsch, 1998 source

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationnone given

    The study focuses on a single classroom context and does not aim to represent all Indonesian EFL settings.

    “It is important to note, however, that this study focuses on a single classroom context and does not aim to represent all Indonesian EFL settings.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Study design and conductnone given

    All recordings were transcribed verbatim to capture the details of interaction.

    “All recordings were transcribed verbatim to capture the details of interaction.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    Ethical considerations were addressed by obtaining consent from the participating teacher and ensuring that all identities were kept anonymous.

    “Ethical considerations were addressed by obtaining consent from the participating teacher and ensuring that all identities were kept anonymous.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Recent educational reforms in Indonesia emphasize learner-centered pedagogy and communicative language teaching, but implementation often remains superficial as traditional discourse patterns persist in classroom practice.

    “Moreover, recent educational reforms in Indonesia emphasize learner-centered pedagogy and communicative language teaching, which aim to increase student participation and interaction.However, research indicates that the implementation of these approaches often remains superficial, as traditional discourse patterns persist in classroom practice (Putri & Hamied, 2024).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Putri & Hamied, 2024

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Premisecitation

    In the Indonesian EFL context, several studies have documented the prevalence of teacher-dominated classroom discourse, with teachers frequently controlling topic development, initiating most interactions, and evaluating student responses, resulting in limited student-initiated talk.

    “In the Indonesian EFL context, several studies have documented the prevalence of teacher-dominated classroom discourse.Teachers frequently control topic development, initiate most interactions, and evaluate student responses, resulting in limited student-initiated talk (Rahman et al., 2022;Putri & Hamied, 2024).”
    Quote in the paperSubstantial claim0 of 2 sources checked
    • cites Rahman et al., 2022

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Putri & Hamied, 2024

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Classified as probably not a substantial claim.

    Premisecitation

    Classroom discourse reflects patterns of communication, power relations, and cultural values embedded in instructional practices.

    “classroom discourse becomes central to understanding how teaching and learning take place, as it reflects patterns of communication, power relations, and cultural values embedded in instructional practices (Walsh, 2020).”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Walsh, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    The coding process was carried out by the researcher and discussed with peers to reduce subjectivity and improve consistency.

    “The coding process was carried out by the researcher and further discussed with peers to reduce subjectivity and improve consistency.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    The teacher's field notes were used to support interpretation of the data and to strengthen triangulation.

    “In addition, the teacher's field notes were used to support the interpretation of the data and to strengthen triangulation.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    Teacher's feedback reinforces a positive classroom environment and helps maintain classroom harmony while keeping the teacher in a position of authority.

    “This kind of feedback helps maintain classroom harmony while still keeping the teacher in a position of authority.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    The teacher demonstrates the ability to manage the classroom efficiently and maintain instructional flow.

    “on the contrary, the teacher demonstrates the ability to manage the classroom efficiently and maintain instructional flow.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

    Premisecitation

    Developing awareness of classroom interaction is a crucial step toward more reflective and responsive teaching practices.

    “In line with this, Steve Walsh and Steve Mann (2021) emphasize that developing awareness of classroom interaction is a crucial step toward more reflective and responsive teaching practices.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Walsh & Mann, 2021

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Interpretationreasoning

    While this pattern supported instructional clarity and classroom management, it reduced opportunities for extended student participation and more dialogic interaction.

    “While this pattern supported instructional clarity and classroom management, it also reduced opportunities for extended student participation and more dialogic interaction.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Interpretationreasoning

    Teacher talk plays an important role in organizing the lesson and maintaining clarity, but it also influences the extent to which students can participate actively.

    “Teacher talk plays an important role in organizing the lesson and maintaining clarity in classroom instruction; however, it also influences the extent to which students are able to participate actively.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S1 (asserted), S3 (load-bearing), S4 (based). May combine two claims.

    Interpretationnone given

    Use of 'maybe' in a student response shows a cautious stance and aligns with a tendency to avoid strong claims in front of the teacher.

    “The use of”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable). May combine two claims.

    Interpretationreasoning

    Increasing open-ended questions, providing more elaborative feedback, and allowing longer wait time may help expand interactional space without disrupting classroom structure.

    “For instance, increasing the use of open-ended questions, providing more elaborative feedback, and allowing longer wait time may help expand interactional space without disrupting classroom structure.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    Teacher uses softening expressions as politeness strategies that reduce pressure on students and create a more comfortable atmosphere for participation.

    “These expressions function as politeness strategies that help reduce pressure on students and create a more comfortable atmosphere for participation.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Intercultural communicative competence develops not only through exposure to cultural content but also through interactional practices in which learners actively participate.

    “As argued by Michael Byram (2021), intercultural communicative competence develops not only through exposure to cultural content but also through interactional practices in which learners actively participate.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Byram, 2021 source

  • Probably not a substantial claim: may not pass S2 (checkable).

    Interpretationown data

    Relatively small adjustments in teacher talk could create more opportunities for student engagement.

    “Nevertheless, the analysis suggests that relatively small adjustments in teacher talk could create more opportunities for student engagement.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Interpretationown data

    As the study is based on a single classroom, the findings should be understood as context-specific rather than broadly generalizable.

    “However, as this study is based on a single classroom, the findings should be understood as context-specific rather than broadly generalizable.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

    Interpretationnone given

    Raising awareness of classroom interaction through reflective activities such as analyzing classroom transcripts may support the development of more interactionally responsive teaching.

    “For teacher education, raising awareness of classroom interaction through reflective activities such as analyzing classroom transcripts may support the development of more interactionally responsive teaching.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S2 (checkable), S4 (based).

    Interpretationnone given

    Small adjustments in teacher talk may help create more space for student participation, such as using more open-ended questions, providing elaborative feedback, and allowing longer wait time.

    “In practice, small adjustments in teacher talk may help create more space for student participation, such as using more open-ended questions, providing elaborative feedback, and allowing longer wait time.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Interpretationown data

    Evaluative feedback confirms student responses but does not extend them.

    “In this exchange, the teacher provides repeated evaluative feedback such as”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Premisecitation

    Elaborative feedback can help sustain interaction, while evaluative feedback often signals closure.

    “According to Walsh (2020), elaborative feedback can help sustain interaction, while evaluative feedback often signals closure.”
    Quote in the paperSubstantial claim0 of 1 sources checked
    • cites Walsh, 2020

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

33 of 33

  • The paper relies on this without support.

    There is a gap in studies that explicitly integrate discourse analysis and intercultural perspectives, particularly in Indonesian EFL settings.

    “Despite the growing body of research on teacher talk and classroom discourse, there remains a noticeable gap in studies that explicitly integrate discourse analysis and intercultural perspectives, particularly in Indonesian EFL settings.”
1 of 1

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Excerpt 2 shows only one student, not multiple students

    Minor

    The discussion says more than one student participates in this interaction, but both student responses in Excerpt 2 are attributed to S2.

1 of 1

Cites

The publisher hasn’t deposited this paper’s reference list.

Research works printed but not linked: 11

  1. Creswell, J. W., & Poth, C. N. (2023). Qualitative inquiry and research design: Choosing among five approaches (5th ed.). Thousand Oaks, CA: SAGE.
  2. Hall, J. K. (2019). Classroom interaction and language learning. New York: Routledge. https://doi.org/10.4324/9781351009368 · DOI
  3. Pratiwi, D., & Susanto, H. (2023). Teacher talk and student participation in EFL classrooms. Journal of Language Teaching and Research, 14(3), 612-620. https://doi.org/10.17507/jltr.1403. · DOI
  4. Putri, N. S., & Hamied, F. A. (2024). Classroom interaction patterns in Indonesian EFL settings. Indonesian Journal of Applied Linguistics, 14(1), 45-58.
  5. Rahman, A., Yuliana, S., & Widodo, H. P. (2022). Power and interaction in EFL classroom discourse. System, 106, 102772. https://doi.org/10.1016/j.system.2022.102772 · DOI
  6. Sercu, L., et al. (2022). Intercultural competence in language education. Language Teaching Research, 26(2), 345-360.
  7. Sung, C. C. M. (2023). Language ideology and classroom discourse in EFL contexts. Journal of Multilingual and Multicultural Development, 44(6), 511-525. https://doi.org/10.1080/01434632.2021.1909052 · DOI
  8. Walsh, S. (2020). Classroom discourse and teacher development. Edinburgh University Press.
  9. Walsh, S., & Mann, S. (2021). Doing reflective practice in language teacher education. TESOL Quarterly, 55(1), 272-281. https://doi.org/10.1002/tesq.300 · DOI
  10. Widodo, H. P. (2020). Language ideology and ELT practices. Asian EFL Journal, 24(3), 1-15.
  11. Xie, F., & Derakhshan, A. (2021). A conceptual review of teacher talk. Language Teaching Research, 25(6), 923-945. https://doi.org/10.1177/1362168820935551 · DOI

Authors
Qothrunnada, Z., & Rini, S.
Affiliations
Universitas Islam Negeri Salatiga (ID)
ORCID
Rini, Setia
Venue
ELLTER Journal
Publisher
University of Muhammadiyah Prof. Hamka (UHAMKA)
Published
2026-04-30
Volume
7
Issue
1
Pages
463-472
ISSN
2746-1424 (ISSN-L)
DOI
10.22236/ellter.v7i1.22465
OpenAlex
W7160144912
Cited by
0
References
0
FWCI
0.00
Type
journal article
Open access
Licence
Locations
ELLTER Journal (publishedVersion, cc-by)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
  • Social Sciences › Arts and Humanities › Language and Linguistics › Language, Discourse, Communication Strategies
Keywords
teacher discourse, classroom discourse, EFL teaching, cross-cultural perspectives, Indonesian EFL classrooms, turn-taking, politeness, respect for authority, student participation, dialogic teaching, teacher awareness

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