TEACHER-STUDENT INTERACTION PATTERNS IN ENGLISH LANGUAGE CLASSROOMS: A DISCOURSE ANALYSIS.

This article examines teacher–student interaction patterns in English language classrooms through the lens of discourse analysis. Drawing on established theoretical frameworks such as Initiation–Response–Feedback (IRF) structure, communicative language teaching, and classroom discourse theory, the study analyzes how interaction patterns influence language acquisition, student engagement, and communicative competence. Data from prior empirical studies are synthesized to identify dominant interactional structures, including teacher-centered and student-centered discourse patterns. Findings indicate that while IRF remains prevalent, there is a gradual shift toward more dialogic and collaborative interaction models that enhance learners’ participation and linguistic development. The study highlights the importance of adaptive discourse strategies in fostering meaningful communication in English language teaching (ELT) contexts.