Synergizing Classroom Communication: Analysing IRF Patterns and Turn-Taking through Language Translator Devices for Holistic Learning Transformations

This study examines interaction patterns and turn-taking in classroom learning through a classroom discourse analysis approach. It aims to explore the communication dynamics between teachers and students using Language translator devices, identifying dominant patterns during the learning process. The research employs a qualitative method, with data collected through classroom observations using Language Translator Devices in the Class XI setting at Alagar Public School. Participants included one teacher and 28 students, making up 29 participants. The findings reveal the sequences that emerge from teacher-student interactions, via the Language translator devices particularly highlighting the importance of the Feedback sequence within the IRF (Initiation-Response-Feedback) framework in fostering dialogue between teachers and students. The study shows that the teacher dominates classroom communication 62.5% of the time, while students contribute 37.5%. since the teachers are talking in their regional language in the classroom, learners won’t be able to gain more knowledge of English. As we live in the era of technology, this study explores how technology tools like language translator devices help students learn English. The results of this research paper suggest that ineffective communication may contribute to students’ misunderstandings, limited critical thinking skills, and reduced responsiveness. It also proves that using technology in the classroom would foster students’ curiosity in learning language skills. The study’s insights can inform the development of more inclusive and effective teaching strategies that promote a balanced distribution of real-time translation and interaction through language translator devices, as it can translate into any regional language according to convenience. This research adds to the literature on Classroom Discourse Analysis through language translator devices by addressing gaps in understanding classroom interaction patterns and their implications for teaching practices, particularly regarding feedback in the IRF sequence. The findings offer valuable guidance for educational practitioners seeking to enhance students’ critical communication skills using technology tools like language translator devices. These patterns help bridge language gaps and support effective communication in diverse classroom settings, enhancing the learning experience for both teachers and students.