Exploring English Language Discourse in Iranian Classrooms: A Study on Teachers’ and Students’ Talking Time, Echoing, and Clarification Requests

This study aimed to investigate the discourse of English classes in Ardabil, Iran, with a focus on teachers' and students' talking time, echoing, and clarification requests. Sixteen English teachers were randomly selected to record their classes to measure the amount of time teachers and students spent talking, the number of times the teacher echoed the students, and the number of times teachers requested clarification. Descriptive statistics were used to summarize the data, and inferential statistics were used to explore the relationships between echoing and clarification requests with TTT and STT. The results indicated that there were variations in teachers' and students' talking time, with teachers spending more time talking than students. The use of echoing was found to be positively correlated with teachers' talking time, and the frequency of clarification requests was found to be positively correlated with students' talking time. These findings suggest that echoing and clarification requests are important features of English language discourse and should be given more attention in language teaching and learning.

کلیدواژه های Exploring English Language Discourse in Iranian Classrooms: A Study on Teachers’ and Students’ Talking Time, Echoing, and Clarification Requests:

TTT ، STT ، echoing ، clarification requests.