EXPLORING IDEOLOGICAL CONSTRUCTION IN TEACHER-STUDENT INTERACTION IN EFL CLASSROOM

Abstract

This study explores the ideological construction in teacher student interaction in an English as a Foreign Language (EFL) classroom using a Pragmatic Critical Discourse Analysis (PCDA) perspective. The main objective of this research is to examine how ideology and power relations are constructed and reproduced through classroom discourse. This study employed a qualitative research design, with data collected from classroom interaction transcripts consisting of ten extracts of teacher student communication. The findings indicate that classroom interaction is predominantly structured through the Initiation, Response and Feedback (IRF) pattern, positioning the teacher as the dominant participant. The teacher controls the flow of discourse through questioning, reformulation, and evaluation, which shapes how students’ responses are interpreted. Furthermore, ideology is constructed through the use of binary oppositions such as “good” and “bad,” particularly in discussions about smartphone use, online learning, and AI tools such as ChatGPT. This dichotomous framing simplifies complex issues and may limit students’ critical thinking. The study also reveals that students demonstrate limited linguistic competence, reflected in hesitation, fragmented responses, and lack of confidence. These limitations contribute to passive participation and reinforce the teacher’s dominance. In addition, the use of positive reinforcement, such as praise, functions not only as encouragement but also as a form of social control that maintains classroom authority. Interaction tends to remain at a surface level, with limited opportunities for negotiation of meaning or extended student contributions. The study also highlights that language in the classroom carries implicit ideological meanings that influence students’ perspectives. In conclusion, classroom interaction is not neutral but functions as a site where power and ideology are continuously constructed and reproduced. Therefore, it is important for teachers to promote more student-centered and interactive learning environments to support critical thinking and active participation in EFL classrooms.