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

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Titel: Using lag sequential analysis to explore multimodal teacher-student interaction in EFL classrooms
Autoren: Siyu Wang, Yi Dai
Quelle: Asian-Pacific Journal of Second and Foreign Language Education, Vol 10, Iss 1, Pp 1-23 (2025)
Verlagsinformationen: SpringerOpen, 2025.
Publikationsjahr: 2025
Bestand: LCC:Special aspects of education
LCC:Language acquisition
Schlagwörter: Multimodal interaction analysis, Teacher-student interaction, EFL, China, Lag sequential analysis, Special aspects of education, LC8-6691, Language acquisition, P118-118.7
Beschreibung: Abstract 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.
Publikationsart: article
Dateibeschreibung: electronic resource
Sprache: English
ISSN: 2363-5169
Relation: https://doaj.org/toc/2363-5169
DOI: 10.1186/s40862-025-00344-x
Zugangs-URL: https://doaj.org/article/ef47f260cfd24a62b3170527c04877e7
Dokumentencode: edsdoj.f47f260cfd24a62b3170527c04877e7
Datenbank: Directory of Open Access Journals
Beschreibung
Abstract:Abstract 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:23635169
DOI:10.1186/s40862-025-00344-x