investigating teacher-learner classroom interaction: learner-contingent feedback across proficiency levels and teacher experience

Initiation, response, and feedback (irf) is the dominant classroom interactional pattern that, if employed adequately, can facilitate learners’ transition from other-regulation to self-regulation by providing scaffolded learner-contingent feedback. however, the extent to which the teaching experience and learners’ proficiency level may impact teachers’ employment of this interactional resource still awaits scrutiny. hence, the present ethnographic classroom research explored possible variations in novice and experienced teachers’ use of irf patterns and graduated/contingent feedback (gcf) when teaching upper and lower intermediate classes. to serve the purpose, 20 english classrooms at nine branches of a well-known language school in tabriz during the same semester were selected that were being taught by five novice and five experienced teachers teaching based on purposive sampling. the classroom procedures were observed, recorded, and transcribed based on a validated researcher-designed observation form. the frequency of the irf and gcf in the transcribed data were estimated and analyzed through a chi-square test to find out variations across the proficiency level and teaching experience. the results revealed that teaching experience could predict the frequency of the irf pattern use but not the gcf in the final turn; gcf was significantly disproportionate to the general use of irf patterns and more frequent at a lower intermediate level.