DISCOURSE ANALYSIS OF TEACHER-STUDENT INTERACTION IN EFL CLASSROOM

Classroom communication is very important when learning a foreign language. This article explores how teachers and students interact in English as a Foreign Language (EFL) classes using discourse analysis. The study looks at how teachers give instructions, ask questions, and provide feedback, and how students react and take part in classroom talk. The research is based on recorded lessons, which help identify important features such as turn-taking, types of interaction, and participation patterns. The results show that clear teacher communication—simple instructions, open questions, and helpful feedback—builds students’ confidence, improves their understanding, and increases participation. However, the study also points out problems like too much teacher talk, few student answers, and communication difficulties caused by anxiety or low language level. The article offers practical ideas for better interaction, such as encouraging students to speak more, reducing teacher talk time, and creating a more communicative classroom. It also explains how discourse analysis can help teachers reflect on their teaching. Finally, it gives recommendations for improving classroom discourse and suggests future research on digital tools, multimodal communication, and culturally sensitive interaction in EFL classrooms.