Unveiling Power Dynamics in Online ESL Conversation Classes: A Critical Classroom Discourse Analysis of the IRF Pattern

Unveiling Power Dynamics in Online ESL Conversation Classes Indonesian Journal of EFL and Linguistics, 10(1), May 2025 eISSN: 2503-4197, pISSN: 2527-5070 Available online at: www. indonesian-efl-journal.org http://dx.doi.org/10.21462/ijefl.v10i1.908 Unveiling Power Dynamics in Online ESL Conversation Classes: A Critical Classroom Discourse Analysis of the IRF Pattern Siti Zulfah1, Lana Choerotun Hisan2, Muhammad Rafi AL Farisi3 1,2,3 Universitas Islam Negeri Salatiga, Indonesia , , Abstract: This study explores power dynamics in online ESL conversation classes through the lens of the Initiation-Response-Feedback (IRF) pattern, a widely used discourse structure in classroom interactions. The research aims to examine how IRF shapes tutor-student interactions, influences student participation, and impacts learning performance. Utilizing a qualitative research approach, specifically Critical Classroom Discourse Analysis (CCDA), the study analyzes recorded ESL conversation sessions from online platforms to identify patterns of discourse control, student agency, and negotiation of power. The Findings reveal that while the IRF pattern facilitates structured learning, it also reinforces power asymmetry, with tutors predominantly controlling discourse flow and topic management. However, variations in feedback mechanisms, such as open-ended questioning and elaborative responses, create opportunities for more balanced interactions. The study highlights the need for ESL tutors to adopt more inclusive discourse strategies that encourage student-led discussions and minimize hierarchical barriers in online learning environments. The implications suggest that modifying the IRF structure to allow greater student participation fosters communicative competence and enhances learner confidence. Keywords: critical classroom discourse analysis; ESL; IRF pattern; power dynamics; tutor-student interaction 1. INTRODUCTION For the development of fluency, communicative competence, interactional skills as well as digital literacy in second language acquisition (SLA), online ESL class is essential (Alamrani, 2020). Regular exposure to native speakers enhances students' enthusiasm, self-assurance, and fluency, Indonesian Journal of EFL and Linguistics, 10(1), May 2025 213 Zulfah et al. according to (Dey-Plissonneau et al., 2021). Despite practical challenges like unstable or lagged internet connection, students reported enjoying their experiences and appreciated the increased opportunities for participation and speaking practice in online ESL classes (Saputra et al., 2023). Unlike EFL (English as a Foreign Language) classrooms, which focus more on structured learning, ESL (English as a Second Language) conversation programs prioritize practical, spontaneous interactions, with native teachers guiding the process. While EFL students often have limited exposure to English outside the classroom, ESL students, who are immersed in English-speaking environments, need real-time and authentic communication skills to interact effectively with people from diverse cultural backgrounds (Si, 2019). ESL learning experiences are greatly influenced by conversation-based education, particularly inperson interactions with tutors. Shawaqfeh et al.’s (2024) research highlights the value of classroom interaction approaches, such as meaning negotiation and questioning, in enhancing the L2 proficiency of ESL students. The power dynamics in these interactions, where real-time communication is central, also play a crucial role. Tutors shape discourse structures, which can either encourage or hinder students' engagement. Power dynamics play a crucial role in ESL conversation classes, where real-time communication is emphasized. Tutors shape discourse structures, which can either encourage or hinder students' engagement. Foucault's (1980) perspective emphasizes that power is not a fixed entity but is practiced and negotiated within social interactions. In this context, research by Syahriani et al. (2024) highlights how teachers strategically use discourse to maintain authority and foster a supportive learning environment, further illustrating the importance of balancing power dynamics to create an inclusive and empowering ESL experience. A framework for examining power dynamics in ESL tutor-student interactions and determining how they either promote or impede communicative development is provided through Critical Classroom Discourse Analysis (CCDA). Through a critical analysis of classroom discourse, CCDA exposes the ways in which language use can either reinforce or subvert established power dynamics, impacting students' chances for meaningful engagement and participation (Rachmawati et al., 2022). One way these power dynamics manifest in ESL classrooms is through the widely used Initiation-Response-Feedback (IRF) pattern, developed by Sinclair and Coulthard (1975), the Initiation-Response-Feedback (IRF) pattern is a common framework for classroom interactions, especially in contexts where English is being used as a second language (ESL). The teacher initiates the conversation (for example, by asking a question), the student responds, and the teacher provides feedback (which frequently consists of assessment or correction). Power dynamics in tutor-student interactions are deeply embedded in turn-taking, feedback mechanisms, and control over discourse, significantly influencing student participation. In traditional classroom settings, the Initiation-Response-Feedback (IRF) pattern often reflects these dynamics, where the tutor initiates a question, the student responds, and the tutor provides feedback, thereby maintaining control over the interaction (Richards & Schmidt, 2011). Research on power dynamics and discourse has predominantly focused on face-to-face classrooms or English as a Foreign Language (EFL) setting, with limited studies addressing online English as a Second Language (ESL) conversation classes. For instance, Zaki (2021) explores classroom discourse analysis in EFL settings, highlighting the benefits and applications from a teacher's perspective. However, little attention has been given to how power is negotiated and exercised in virtual ESL environments, where real-time communication and interactional structures may differ significantly from traditional classroom settings. The shift to online learning 214 Indonesian Journal of EFL and Linguistics, 10(1), May 2025 Unveiling Power Dynamics in Online ESL Conversation Classes has transformed how discourse unfolds, particularly through the Initiation-Response-Feedback (IRF) pattern, which may either facilitate engagement or reinforce hierarchical power dynamics. The study by Hidayatullah (2024) analyzes classroom interactions in an ESL setting, focusing on the Initiation-Response-Feedback (IRF) pattern and turn-taking dynamics between teachers and students. The findings reveal that teachers dominate communication (63.4%), while students contribute 36 (...truncated)