Using lag sequential analysis to explore multimodal teacher-student interaction in EFL classrooms

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Detalles Bibliográficos
Publicado en:	Asian-Pacific Journal of Second and Foreign Language Education vol. 10, no. 1 (Dec 2025), p. 37
Autor principal:	Wang, Siyu
Otros Autores:	Dai, Yi
Publicado:	Springer Nature B.V.
Materias:	China Cultural differences Teaching methods Constructivism English language Student teacher relationship Classroom communication Discourse analysis Educational technology Pauses Hypotheses Multimodality Pedagogy Language acquisition English as a second language Second language learning theories Second language teachers Chinese languages Gestures Classrooms Social construction Second language learning Students Stereotypes English as a second language instruction Elementary schools Secondary schools Passivity Foreign languages Frame analysis Interaction analysis Teachers Teaching Cues Sequential analysis Prioritizing Language Social constructionism Foreign language learning Interaction Process Analysis Language Teachers Second Languages Coding Cognitive Ability Learner Engagement English Developmental Stages Constructivism (Learning) Grammar Educational Resources Nonverbal Communication Influence of Technology Learning Strategies Drills (Practice) English (Second Language) Instructional Materials Middle Schools Developmental Psychology Data Analysis Intonation Definitions
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Descripción
Resumen:	Multimodality, the integration of verbal, gestural, and contextual cues, is critical for teacher-student interaction in English as a Foreign Language (EFL) classrooms; however, existing frameworks fail to systematically analyze how these modalities synergize across educational stages or align with language acquisition principles. To address this gap, we propose a novel coding framework grounded in Second Language Acquisition theory and social constructivism, combining multimodal interaction analysis with lag sequential methods to examine 24 Chinese EFL classroom transcripts. Our analysis reveals two key contributions: (1) Students demonstrated significantly greater proactive engagement than previously assumed (proactive instances: 1363 vs. passive: 868), challenging stereotypes of Chinese learners’ passivity; (2) Modal patterns diverged substantially across educational stages, with elementary classes emphasizing gestural support and high schools prioritizing verbal reflection. These findings underscore the need for stage-specific teaching strategies and provide actionable recommendations for EFL educators, including gestural scaffolding in elementary instruction and reflective pauses in advanced classrooms. The framework’s adaptability signals its potential for cross-cultural validation, offering a robust tool to refine multimodal pedagogy in diverse EFL contexts.
ISSN:	2363-5169
DOI:	10.1186/s40862-025-00344-x
Fuente:	Education Database