Teacher Talk and Learner Involvement in EFL Classroom: The Case of Iranian Setting
Open accessAbstract
The present study was an attempt to investigate the ways through which teacher talk can create opportunities for learning in an EFL classroom.In addition, it identified how the teacher talk can lead to more and more learner involvement in an EFL context.The study also determined the types of the teacher talk which can decrease learning a foreign language.To achieve such aims, three experienced teachers who were teaching English as a foreign for more than 5 years were selected based on the purposeful sampling procedure to serve as the participants of the study.Their talk was audio recorded for three subsequent sessions and then analyzed based on the interactional features proposed by Self evaluation of teacher talk (SETT) framework.The findings supported the role of the teacher talk as being a determinant one in the performance of the foreign language learners.Also, the results of this research play a significant role in ascertaining the ways in which Iranian foreign language teachers improve their talk to optimize learner contribution.Therefore, a teacher should be able to shape learners contribution and make strategic decision in the moment by moment of lesson according to SETT framework which is regarded as a crucial factor for developing foreign language learning in L2 classroom context.
AI snapshot
Written from the paper’s full text.
TL;DR
This study analyzes teacher talk in Iranian EFL conversation classes using Walsh’s SETT framework, grouping interactional features into positive and negative effects on learner involvement. It reports that positive features were used far more often than negative ones, with extended learner turn most frequent and teacher echo the most frequent negative feature.
Key findings
- Across the recorded classes, positive features totaled 755 instances: extended learner turn was most frequent at 239 (31.7%), followed by extended wait time at 142 (18.8%) and extended teacher turn at 96 (12.7%); content feedback (21, 2.8%) and referential question (28, 3.7%) were least frequent.
- Negative features totaled 220 instances: teacher echo was most frequent at 124 (56.4%), followed by teacher interruption at 82 (37.3%) and turn completion at 14 (6.4%).
- A Mann-Whitney U test found the difference between positive and negative feature groups statistically significant (p < 0.05), indicating teachers favored positive features in class management.
- The paper identifies teacher echo, teacher interruption, and turn completion as destructive to oral communication; when turn completion occurred, the text states there was no negotiation of meaning and learning decreased.
Methods
- Participants were three experienced EFL teachers who had taught English for more than 5 years, selected through purposeful sampling; each class had approximately 12 learners aged 18–26, described as intermediate and with similar learner needs.
- Data came from Top Notch conversation classes at the fundamental level, focused on oral fluency; each teacher was audio recorded for three subsequent sessions (four hours and 30 minutes for each class).
- The recordings were transcribed and analyzed using conversation analysis principles and Walsh’s SETT interactional features; features were grouped into positive and negative impacts, and a Mann-Whitney U test was conducted.
Limitations
- The paper states that the research “is limited to Iranian EFL classroom.”
- Evident from the text: the sample is small, with only three teachers and approximately 12 learners per class, and the study is confined to Top Notch conversation classes at the fundamental level.
- Evident from the text: the study reports interactional feature frequencies rather than learner learning outcomes, and the authors propose further research with control and experimental groups to test whether teacher awareness improves teaching and learning.
Model-written summary. Check it against the paper before relying on it.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
0 of 7 cited sources checked · 0 supported · 0 flagged
- Findingown data
In the studied Iranian EFL conversation classes, three features (teacher echo, teacher interruption, and turn completion) had a negative effect by interfering with sustaining oral communication.
“On the other hand, three features of teacher echo, teacher interruption and turn completion were analyzed under the negative effect based on their interfering role in sustaining oral communication in Top Notch conversation classes, at fundamental level in Iranian context.”
Quote in the paperSubstantial claim- Rests on an assumption: The SETT framework is applicable to and valid for analyzing Iranian EFL conversation classes.
- Findingown data
The difference in the numbers of positive and negative impact features was statistically significant (p < 0.05).
“Accordingly, the differences in the numbers were statistically significant between the two positive and negative impact groups (p < 0.05).”
Quote in the paperSubstantial claim - Findingown data
In the studied Iranian EFL conversation classes, nine features (scaffolding, direct repair, content feedback, extended wait time, referential question, seeking clarification, extended teacher turn, display questions, and extended learner turn) had a positive effect by encouraging learners' attempts.
“Accordingly, nine features of scaffolding, direct repair, content feedback, extended wait time, referential question, seeking clarification, extended teacher turn, display questions and extended learner turn were categorized under the positive effect due to their encouraging nature in improving the learners' attempts.”
Quote in the paperSubstantial claim- Rests on an assumption: The SETT framework is applicable to and valid for analyzing Iranian EFL conversation classes.
- Findingreasoning
The teachers allowed teacher echo to become a habit in their classes.
“They allowed teacher echo to become a habit in their classes.”
Quote in the paperSubstantial claim - Findingown data
Among positive features, content feedback (2.8%) and referential question (3.7%) were among the least frequent.
“Meanwhile, content feedback (2.8%) and referential question (3.7%) were among the least frequent employed features in the classes.”
Quote in the paperNot a substantial claim
- Interpretationown data
Teacher talk is a determinant factor in the performance of foreign language learners in the studied EFL context.
“The findings supported the role of the teacher talk as being a determinant one in the performance of the foreign language learners.”
Quote in the paperSubstantial claim- Rests on an assumption: The SETT framework is applicable to and valid for analyzing Iranian EFL conversation classes.
- Rests on an assumption: The three selected teachers and their classes are representative of Iranian EFL teachers and classrooms.
- Interpretationreasoning
Decreasing destructive features in class results in increasing language learning.
“Decreasing these features in class, result in increasing language learning.”
Quote in the paperSubstantial claim - Interpretationown data
The teachers favored positive features more than negative features in their class management efforts.
“Put differently, the positive features had been highly favored by the teachers in their class management efforts in comparison with the negative features located on the other least frequent extreme.”
Quote in the paperSubstantial claim - Interpretationown data
Expanding the SETT framework in the Iranian context enhances second language learning.
“This study showed that expanding SETT framework in Iranian context enhances second language learning.”
Quote in the paperSubstantial claim- Rests on an assumption: The SETT framework is applicable to and valid for analyzing Iranian EFL conversation classes.
- Rests on an assumption: The three selected teachers and their classes are representative of Iranian EFL teachers and classrooms.
- Interpretationcitation
Further interactional awareness helps EFL teachers increase the quality and quantity of the class.
“Further interactional awareness help EFL teachers increase quality and quantity of the class.”
Quote in the paperNot a substantial claim - Interpretationown data
Teachers create opportunities for learning in EFL classes by shaping contribution through seeking clarification, scaffolding, modeling, extended wait-time, content feedback, or repairing learner output.
“Responding to the first research question concerning the extent of teacher create opportunities for learning in EFL classes is shaping a contribution by seeking clarification, scaffolding, modeling, extended wait-time, content feedback or repairing learner output.”
Quote in the paperSubstantial claim- Rests on an assumption: The SETT framework is applicable to and valid for analyzing Iranian EFL conversation classes.
- Rests on an assumption: The three selected teachers and their classes are representative of Iranian EFL teachers and classrooms.
- May combine two claims. 10
- Classified as probably not a substantial claim. 13
May combine two claims.
FindingreasoningTeacher interruption, teacher echo, and turn completion are destructive features in the studied EFL context.
“Teacher interruption, teacher echo and turn completion were destructive features.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataAmong negative features, teacher echo accounted for more than half (56.4%) and turn completion had the lowest frequency (6.4%).
“On the other hand, out of 220 cases under the negative effect category, more than half belonged to the teacher echo (56.4%) and turn completion had the lowest frequency in this part (6.4%).”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataAmong positive features, extended learner turn was the most frequently employed (31.7%), followed by extended wait time (18.8%) and extended teacher turn (12.7%).
“Based on the recorded data, out of 755 cases of positive features extended learner turn was the most frequently employed feature (31.7%) followed by extended wait time (18.8%) and extended teacher turn (12.7%).”
Quote in the paperNot a substantial claimMay combine two claims.
FindingreasoningThe function of teacher echo in the Top Notch conversation class at the Fundamental level is considered a negative feature because teachers do not know when and why to use echo.
“The function of teacher echo in Top Notch conversation class, at Fundamental level is considered as a negative features because teachers do not know when and why to use echo.”
Quote in the paperSubstantial claimMay combine two claims.
Interpretationown dataUsing strategies such as scaffolding, seeking clarification, extended wait-time, or extended learner turn can minimize communication breakdown and maximize learners' understanding.
“Using above strategies can greatly minimize the breakdown in communication and maximize learners understanding.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim. May combine two claims.
Interpretationown dataInteractional space is maximized by increasing wait-time, reducing teacher echo, and promoting extended learner turn.
“An EFL teacher is better to be informed that interactional space is maximized through increasing wait-time, reducing teacher echo and promoted extended learner turn.”
Quote in the paperSubstantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationDirect error correction is preferred by learners.
“Furthermore, direct error correction is preferred by learners (Seedhouse, 1977).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Seedhouse, 1977
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S2 (checkable).
InterpretationcitationInteraction is a crucial part of teaching and learning in the second language classroom.
“So interaction is the crucial part of teaching and learning.”
Quote in the paperNot a substantial claimMay combine two claims.
InterpretationreasoningWhen turn completion occurs, there is no negotiation of meaning and learning decreases.
“When turn completion happened, there was no negotiation of meaning and therefore learning decreased.”
Quote in the paperSubstantial claimClassified as probably not a substantial claim.
PremisecitationLearning occurs through interaction with others.
“In another word learning occurs through interaction with others.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Firth andWagner (1997, 2007, as cited in Gruyter)
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.
PremisecitationTeacher echo is a common phenomenon in any second language classroom and has several functions.
“Teacher echo is a common phenomenon in any second language classroom and it has a several functions (Walsh, 2006(Walsh, , 2011)).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Walsh, 2006, 2011
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), S4 (based).
Premisenone givenThe design and curriculum of Top Notch conversational books includes the SETT framework.
“Design and curriculum of Top Notch conversational books which are very popular today in Iran, in some way, includes the framework of SETT.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).
PremisecitationClassroom talk should be similar to a conversation.
“the point is that classroom talk should be similar a conversation, since most of the time for practical purposes it cannot, but that institutionalized talk….shows a heightened use of procedures which have their 'base' in ordinary conversation and are more clearly understand through comparison with it (p.116).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Edwards and Westgate (1994, as cited in Gruyter
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
Probably not a substantial claim: may not pass S4 (based).
InterpretationreasoningRecognition of opportunities helps EFL learners consciously increase learning a foreign language.
“Recognition these opportunities help EFL learners consiously increase learning a foreign language.”
Quote in the paperNot a substantial claim- Rests on an assumption: The learners' oral fluency is the relevant outcome and improvement in learner contribution indicates learning.
Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.
PremisecitationExtended wait-time increases the number of learners' responses, leading to longer answers and more learner contribution.
“Extended wait-time is the time allowed by teacher to answer a question (Nunan, 1991, as cited in Walsh, 2006Walsh, , 2011)), thus it increases the number of learners responses which lead to longer answers and more learner contribution.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Nunan, 1991
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).
Study design and conductcitationThe analysis method used in this study was used in Walsh's studies (2006, 2011).
“This method was used in Walsh's studies (2006, 2011) that it was received in an email massage from Steve Walsh in September.”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Walsh's studies (2006, 2011)
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 givenThe learners in the three classes were at the same intermediate level and had similar needs.
“They were in the same level, intermediate, and had similar needs as a learner.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
InterpretationcitationThe findings of this study correspond to Walsh's studies in this area.
“The finding of this study corresponds to Walsh's studies in this area.”
Quote in the paperNot a substantial claimProbably not a substantial claim: may not pass S3 (load-bearing).
PremisecitationSeeking clarification is a mutual relationship between teacher and learners.
“Seeking clarification is a mutual relationship that occurs between teacher and learners, thus sometimes the teacher asks a learner to clarify something that a learner has said and sometimes learners ask the teacher to clarify something that teacher has said (Walsh, 2006, 2011).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Walsh, 2006, 2011
Couldn’t be matched to a paper in Crossref, so it can’t be checked.
The paper relies on this without support.
The SETT framework is applicable to and valid for analyzing Iranian EFL conversation classes.
“Based on the curriculum and design of Top Notch books, SETT framework is followed and exercised during these conversational classes unconsciously.”
The paper relies on this without support.
The three selected teachers and their classes are representative of Iranian EFL teachers and classrooms.
“For the purposes of the study, three EFL teachers with their students selected to participate in this study.”
The paper relies on this without support.
The audio recordings and transcriptions accurately captured the classroom interaction relevant to the analysis.
“In this study, all of the phrases and sentences transcribed, analyzed and all interactional features were determined.”
The paper relies on this without support.
The learners' oral fluency is the relevant outcome and improvement in learner contribution indicates learning.
“The focus of these classes was increasing oral fluency.”
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.
Classes are described as both intermediate and fundamental level
MajorThe participants section calls the three classes intermediate, then describes those same classes as being at the fundamental level.
“They were in the same level, intermediate, and had similar needs as a learner.”
“One of the main reasons for choosing these three classes at the fundamental level was that the basic level was the most important step in conversational class.”
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Pre-service EFL teachers’ reported perceptions of their development through SETT experience
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An investigation into the classroom talk of Iranian EFL novice vs. experienced teachers
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“A thin number of Iranian researchers such as (Poorebrahim, et al., 2015; Shamsipour & Allami, 2012), divided teacher talk features in two categories of constructive (encouraging) and obstructive (interfering).”
BackgroundCommunicative Language Teaching Methodologies in Omani EFL Context
Alkhamisi, K. M., & Sinha, Y. K. (2022) · Open Journal of Modern Linguistics · doi:10.4236/ojml.2022.124035 · Cited by 7 · see citing works
“Similarly, Shamsipour and Allami (2014) applied Walsh’s (2006b) list of interactional features related to turn-taking that either supported the scaffolding of learning or resisted it.”
BackgroundTeacher Talks and Their Importance for EFL Learners
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Teacher Talk and Learner Involvement in EFL Classroom: The Case of Saudi Setting
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Classroom Interactional Competence of English Classes in Higher Education
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BackgroundInvestigating teacher talk in EAP and EGP classes: In pursuit of communicative features
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The Dimension of Discourse in English Class of Higher Education
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What Does Students’ Willingness to Communicate or Reticence Signify to Teachers?
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Almanca Öğretiminde Sınıf İçi Etkileşimsel Yetiye İlişkin Bir İhtiyaç Analizi ve Durum Tespiti
Ünal, D. Ç., Bozbıyık, M., & Yasemin, A. C. A. R. (2018) · Hacettepe University Journal of Education · doi:10.16986/huje.2018040663 · Cited by 2 · see citing works
Basyori, A., Asrori, I., Sutaman, S., et al. (2021) · Tadris Jurnal Keguruan dan Ilmu Tarbiyah · doi:10.24042/tadris.v6i2.10059 · Cited by 2 · see citing works
최윤희 (2015) · Journal of the Korea English Education Society · doi:10.18649/jkees.2015.14.4.181 · Cited by 2 · see citing works
Walsh’s Classroom Modes and Interactional Features of Teacher Talk in Science Class at DCS Semarang
Resania, S., Rukmini, D., & Yuliasri, I. (2021) · English Education Journal · doi:10.15294/eej.v11i4.52184 · Cited by 2 · see citing works
Language Teacher Classroom Discourse and Interaction
Riordan, E. (2025) · Springer international handbooks of education · doi:10.1007/978-3-031-47310-4_17 · Cited by 3 · see citing works
TEACHER TALK AND LEARNING OPPORTUNITIES(A Case Study of a Pre-Service Teacher in EFL Classroom)
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Language Teacher Classroom Discourse and Interaction: A Systematic Review
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“Shamsipour and Allami [6] utilized the interactional features proposed by the selfevaluation of teacher talk framework in their research concerning teacher talk and learner involvement in EFL classrooms.”
BackgroundAl-Ghamdi, H., & Al-Bargi, A. (2017) · International Journal of English Language Education · doi:10.5296/ijele.v5i2.11801 · Cited by 1 · see citing works
“Whereas, turn interruption, turn completion, limited wait-time, and teacher‟s echo tend to have a less desirable and in some cases negative impact on students‟ discourse (Walsh, 2002; Yaqubi & Rokni, 2012; Shamsipour & Allami, 2012; Clifton, 2006).”
BackgroundCreating Full English Atmosphere in Teaching English to Young Learners: Teachers’ Perspectives
Astrid, A., Hasanah, A., & Syafryadin, S. (2020) · Register Journal · doi:10.18326/rgt.v13i2.351-370
“Shamsipour and Allami (2012) also added that teachers should be able to control their use of language because it would be as important as their ability to choose suitable teaching method they used to teach the students.”
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“Talk could be utilized by teachers to control and direct the direction of the class (Basra & Thoyyibah, 2017), but it can also be a disruptive tool to limit participation to manage classroom behavior (Walsh, 2002 as cited in Chavez, 2016; Shamsipour & Allami, 2012).”
BackgroundInvestigating Dominant and Passive Involvement in Classroom
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Strategic Talk in TTT and Students’ Self-reported Strategy Use: A Moroccan EFL Classroom
Messaoudi, I., & Sakale, S. (2024) · Journal of English Language Teaching and Applied Linguistics · doi:10.32996/jeltal.2024.6.4.24
“Still, teachers have a considerable impact on the extent to which the English as a foreign language (EFL) classroom provides the right circumstances that can lead to more and more learner involvement (Shamsipour and Allami, 2012).”
InfluentialMoreno, I. O., Ballesteros, A. C. V., & Delgado, L. D. F. (2025) · PROFILE Issues in Teachers Professional Development · doi:10.15446/profile.v27n2.113789
Ünver, Ö., & Durmuş, M. (2026) · Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi · doi:10.17240/aibuefd.2026..-1824811
- Authors
- Shamsipour, A., & Allami, H.
- Affiliations
- Islamic Azad University of Shahreza (IR)
- Yazd University (IR)
- Corresponding author
- Allami, Hamid
- ORCID
- Allami, Hamid
- Venue
- Theory and Practice in Language Studies
- Publisher
- Academy Publication
- Published
- 2012-11-22
- Volume
- 2
- Issue
- 11
- ISSN
- 1799-2591 (ISSN-L)
- OpenAlex
- W2015643339
- Semantic Scholar
- 94499c02ab003979e80c29cd40e9c3be29fb38e7
- Cited by
- 26
- References
- 12
- Citations by year
- 2026: 1 · 2025: 2 · 2024: 2 · 2023: 2 · 2022: 2 · 2021: 7 · 2020: 2 · 2019: 1 · 2018: 1 · 2017: 2 · 2016: 2 · 2015: 2
- FWCI
- 4.90
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Locations
- Theory and Practice in Language Studies (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
- Social Sciences › Psychology › Social Psychology › Communication in Education and Healthcare
- Social Sciences › Arts and Humanities › Language and Linguistics › Linguistics and Language Analysis
- Keywords
- teacher discourse, student involvement, English as a foreign language, classroom interaction, Iranian EFL teachers, foreign language learning
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