<![CDATA[Discourse analysis plays an important role in understanding classroom interaction in English as a Foreign Language (EFL) by examining language use as a medium of learning. This study aims to analyze and describe scholars’ perspectives on the theoretical frameworks, methodologies, and applications of classroom discourse analysis across various educational contexts. A total of 20 articles published between 2020 and 2025 were reviewed, focusing on discourse analysis and classroom interaction in EFL settings. The review identified four major trends: (1) the dominance of the Initiation–Response–Feedback (IRF) pattern and teacher-centered interaction; (2) more diverse IRF variations employed by experienced teachers; (3) meaning-focused interaction supported by scaffolding strategies; and (4) the use of discourse analysis for professional development and critical approaches. These trends are interconnected and directly influence students’ opportunities to learn English. Therefore, expanding IRF variations, providing effective scaffolding, and implementing continuous classroom discourse analysis can enhance classroom interaction and serve as valuable references for identifying challenges in applying discourse analysis in educational settings.]]>
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