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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Wanastra : Jurnal Bahasa dan Sastra Resona : Jurnal Ilmiah Pengabdian Masyarakat JURNAL PENDIDIKAN GLASSER JURNAL SERAMBI ILMU Edukasi Islami: Jurnal Pendidikan Islam Martabe : Jurnal Pengabdian Kepada Masyarakat EDUPEDIA MONSU'ANI TANO Jurnal Pengabdian Masyarakat Ethical Lingua: Journal of Language Teaching and Literature Indonesia Berdaya Edumaspul: Jurnal Pendidikan
Puspa Sari
Pendidikan Guru Pendidikan Anak Usia Dini, Universitas Muhammadiyah Palopo
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Classroom discourse: a descriptive study on teachers’ use of English in EFL classrooms Indriani; Puspa Sari; Jusriati
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.922

Abstract

The use of English in classroom interaction remains a challenge in many EFL contexts, particularly in Indonesia and in this case in Thailand. As the classroom often becomes the primary space for exposure to English, teacher discourse plays a critical role in shaping opportunities for meaningful interaction. This study aims to describe how English is used in classroom discourse and how teachers’ strategies influence student participation. Employing a descriptive qualitative design, the study involved one experienced English teacher from Thailand selected through purposive sampling. Data were collected using an observation checklist and field notes, and then analyzed thematically to identify patterns of English use, code-switching, and discourse practices. The findings indicate that classroom discourse was dominated by giving instructions and code-switching. English use for explaining material and grammar was limited, while questioning occurred regularly. However, corrective feedback, pronunciation practice, authentic material use, and encouragement for students’ active participation were minimal or absent. In conclusion, teacher discourse ensured procedural clarity but reinforced a teacher-centered environment, offering limited communicative opportunities. Pedagogical implications highlight the importance of adopting student-centered approaches, integrating authentic resources, corrective feedback, and motivational strategies to promote learners’ active use of English.
Co-Authors Abid Ramadhan Agussalim Agussalim Ahmad Ahmad Andi Heri Riswanto Bahaking Rama BUDI PRAMONO cahyani cahyani Duriani Duriani Hajeni Hajeni Harmita Sari Harmita Sari Husnani Aliah Indriani indriani febriani Jusriati Jusriati Megi Megi Mira Mail Mira Mail Muhammad Salahuddin MultikaSari Nasrum Nasriandi Nasriandi Nasriandi Nasriandi Nesa Nesa Nurwahidn Hakim Pajarianto, Hadi Suaib Nur Syahrir Syahrir Syahrir Syahrir