ManuScript Details
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Paper Id:
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IJARW2837
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Title:
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TALK IN ACTION: UNPACKING TEACHER–STUDENT INTERACTION THROUGH THE IRF LENS
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| Published in: |
International Journal Of All Research Writings |
| Publisher: |
IJARW |
| ISSN: |
2582-1008 |
| Volume / Issue: |
Volume 7 Issue 5 |
| Pages: |
15
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| Published On: |
11/20/2025 9:11:44 PM (MM/dd/yyyy) |
Main Author Details
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Name:
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MARY BEL CAPANGPANGAN |
| Institute: |
CENTRAL MINDANAO UNIVERSITY |
Co - Author Details
| Author Name |
Author Institute |
| Joanne Echalico Bermillo |
CENTRAL MINDANAO UNIVERSITY |
Abstract
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Research Area:
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Education |
| KeyWord: |
IRF model, Initiation-Response-Feedback, classroom dialogue, teacher questions, student participation, code-switching, critical thinking, inclusivity, qualitative discourse analysis, scaffolding, affective barriers. |
| Abstract: |
In the bustling world of classrooms, where every question and response shapes young minds, effective communication between teachers and students is the heartbeat of meaningful learning. This study delves into the Initiation–Response–Feedback (IRF) model, a simple yet powerful framework that captures the rhythm of classroom dialogue, to explore how it plays out in a Grade 9 English class at Philippine Countryville College, Inc. Drawing on qualitative discourse analysis, we observed real-time interactions during a lesson on active and passive voice, examining recurring patterns, types of teacher questions, and factors influencing student participation.
Our findings reveal a predominantly teacher-led IRF structure, with classic I–R–F exchanges dominating to maintain order and assess comprehension. Display and convergent questions elicited brief, factual responses, while referential and divergent ones sparked richer, more engaging dialogues—especially when code-switching between English and Bisaya bridged linguistic gaps. Factors like teacher praise, humor, and scaffolding boosted confidence, though affective barriers such as shyness and low proficiency sometimes held students back.
Ultimately, this research highlights the IRF model's flexibility as a tool for fostering critical thinking and inclusivity. By encouraging open-ended questions and flexible language use, educators can transform routine exchanges into vibrant spaces for dialogue, empowering students to speak up and thrive. In a world where voices matter, this study reminds us that thoughtful communication isn't just about teaching—it's about connecting hearts and minds. |
Citations
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IEEE
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MARY BEL CAPANGPANGAN, Joanne Echalico Bermillo , "TALK IN ACTION: UNPACKING TEACHER–STUDENT INTERACTION THROUGH THE IRF LENS", International Journal Of All Research Writings,
vol. 7, no. 5, pp. 104-118, 2025.
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MLA
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MARY BEL CAPANGPANGAN, Joanne Echalico Bermillo "TALK IN ACTION: UNPACKING TEACHER–STUDENT INTERACTION THROUGH THE IRF LENS." International Journal Of All Research Writings,
vol 7, no. 5, 2025, pp. 104-118.
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APA
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MARY BEL CAPANGPANGAN, Joanne Echalico Bermillo (2025). TALK IN ACTION: UNPACKING TEACHER–STUDENT INTERACTION THROUGH THE IRF LENS. International Journal Of All Research Writings,
7(5), 104-118.
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TALK IN ACTION: UNPACKING TEACHER–STUDENT INTERACTION THROUGH THE IRF LENS
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