View ESSAY TASK 1 flipbook.
1 A COMPARATIVE DISCOURSE ANALYSIS OF STRATEGIC USE OF TEACHER TALK IN INTERNATIONAL PRIMARY ESL CLASSROOMS 1.0 Introduction Teacher talk is an essential part of effective primary English as a Second Language (ESL) teaching because it helps pupils understand tasks, participate in classroom interaction and develop their language skills. Teachers use language to give instructions, ask questions, manage behaviour and respond to pupils' answers. These choices need to match the purpose of the lesson and the language proficiency of the learners. Research on primary classroom language shows that teacher talk varies according to the learning context and the kind of participation teachers want to encourage (Copland et al., 2023). Heller and Grøver (2022) also emphasise the role of instructional talk in supporting young second-language learners. This essay compares two international primary ESL lessons: Teaching English in China, Public School Grade 3 ESL and How to Use Short Films in the ESL Classroom: “My Favourite Meals” (Full Class). The first lesson focuses on spatial prepositions and uses visual materials, gestures, repetition and interactive practice. The second uses a short film followed by comprehension activities and dialogue practice (Miki890 ESL, 2022; Teacher Val, 2022). Although both lessons aim to support English learning, they differ in their content and activity structures. The analysis evaluates the teachers' classroom language through four dimensions: giving instructions, using higher-order thinking skills (HOTS)-based questions, managing behaviour and providing feedback. 2.0 Teachers’ Use of Language in Giving Instructions In Video A, the focus on spatial prepositions such as on, in, under and by allows the teacher to connect spoken language with visible positions. Visual materials, gestures and repetition help make abstract word meanings more concrete for young learners. These supports can reduce the need for lengthy verbal explanations and give pupils several ways to understand the target language. This is consistent with the importance of purposeful instructional talk in early second-language learning (Heller & Grøver, 2022). However, repetition alone does not guarantee understanding. Pupils may repeat a word correctly without being able to use it in a new situation, so instructions should also include a clear model and a check of understanding. Video B follows a different structure because pupils watch a short film before completing follow-up activities and practising dialogue. Rather than concentrating on one concrete language relationship, the teacher guides pupils through connected stages of viewing,
2 comprehension and language use. This structure can help pupils see how the lesson activities relate to one another, but each transition needs to be explained clearly. If instructions contain several steps at once, some pupils may lose track of what they should do. Compared with Video A, Video B requires careful verbal signposting between activities, while Video A benefits particularly from demonstrating the meaning of the target vocabulary. Both lessons could be strengthened by giving instructions in manageable steps, modelling the first example and asking pupils to show or explain what they need to do. Such practices make teacher language more accessible and purposeful (Copland et al., 2023). 3.0 HOTS-Based Questioning Strategies Questioning can be used to check understanding, encourage pupils to explain their ideas and extend learning beyond simple recall. In Video A, the lesson's focus naturally creates opportunities to ask pupils to identify an object's position. Such questions are useful for checking vocabulary recognition, but they do not necessarily demonstrate higher-order thinking. To develop deeper reasoning, the teacher could follow an identification question with a prompt asking pupils to explain why a preposition fits or predict how the description changes when the object is moved. These are recommendations for extending the lesson, rather than quotations from the recording. Video B offers a different route to deeper thinking because a story-based lesson can invite pupils to interpret information, connect ideas and justify an answer using details from the film. Questions that only ask pupils to remember a detail check comprehension, whereas questions asking them to explain a choice or support an interpretation require more reasoning. Yang (2021) explains that the way EFL teachers formulate questions influences the interaction that follows, while Vrikki and Evagorou (2023) highlight the importance of dialogic questions in encouraging classroom discussion. Mahmud and Mohd Drus (2023), in research on primary mathematics rather than ESL, similarly identify clarification and explanation questions as ways to encourage reasoning. Their findings offer a broader teaching principle that can be adapted cautiously to language lessons. The comparison therefore suggests that Video A can develop reasoning through the manipulation and description of spatial relationships, while Video B can develop it through interpretation of story content. In both contexts, the teacher should allow pupils enough time to think and respond. An and Childs (2023) found that longer wait time was associated with longer and more linguistically complex responses in English-medium science classes. Although their study involved older learners and a different subject, it supports the practical value of avoiding immediate self-answering and giving pupils time to formulate a response.
3 4.0 Classroom Behaviour Management Video A uses a visually supported and interactive teaching style to maintain pupils' attention while practising the target prepositions. Movement and active participation can help young learners remain engaged, particularly when the language is connected to concrete actions. However, active lessons also require clear expectations and smooth transitions. Where competitive activities are used, the teacher needs to ensure that pupils focus on learning and that confident pupils do not dominate participation. Video B organises learning through a short film, related activities and dialogue practice. A clear sequence can support classroom management because pupils can see the progression from watching to responding and using language. Nevertheless, a planned sequence does not automatically guarantee engagement. The teacher still needs to monitor participation, clarify task expectations and provide suitable support when pupils are unsure. Wu et al. (2022), in a study of elementary ESL teachers in Malaysia, found a positive relationship between teachers' psychological capital and classroom management. Their findings reinforce the importance of a supportive and responsive teaching approach, alongside clear routines and expectations. The main contrast is that Video A relies more on visual and active practice, whereas Video B relies on the organisation of story-based tasks. Both approaches can support behaviour when the teacher uses clear language, reinforces expectations consistently and makes participation accessible to pupils with different levels of confidence. Effective management should not focus only on quietness or compliance; it should create the conditions for pupils to take part in learning. 5.0 Providing Feedback Feedback helps pupils recognise whether they understand the lesson and what they can do to improve. In Video A, the repeated practice of spatial prepositions creates opportunities for immediate responses to pupils' attempts. Feedback is most useful when the teacher identifies the target word or relationship accurately, rather than relying only on general praise. For example, a teacher may confirm a correct preposition and briefly demonstrate the spatial relationship again. When a response is incorrect, a prompt, recast or model can support another attempt without discouraging the learner. Aedo and Millafilo (2022) found that young EFL learners valued oral corrective feedback when it was delivered clearly and considerately. Galvez-Capili et al. (2022) also describe corrective feedback approaches that can be adapted to different stages of K-12 English learning.
4 Video B provides opportunities to respond to pupils' understanding of the film, vocabulary and dialogue. Feedback therefore needs to address both meaning and language use. If a pupil understands the story but struggles to express an answer, the teacher can acknowledge the understanding and model a more suitable English expression. If the response shows a misunderstanding of the film, the teacher can direct the pupil back to relevant information. Kaur and Lim-Ratnam (2023) emphasise the importance of formative assessment practices in primary English classrooms. Patra et al. (2022) also found positive effects of written and verbal corrective feedback during formative assessment in their EFL learner sample, although their context should not be treated as identical to a primary classroom. Pui et al. (2023), studying written corrective feedback in Malaysian primary ESL classrooms, further demonstrate the value of considering learners' needs and how feedback is communicated. Both lessons can benefit from feedback that is specific, timely and constructive. Video A lends itself to feedback on the accuracy and meaning of target vocabulary, while Video B offers opportunities to address comprehension and oral expression. The purpose is not simply to tell pupils whether an answer is right or wrong, but to give them information they can use in their next attempt. 6.0 Overall Comparative Evaluation The comparison shows that the two lessons use different teaching contexts to support primary ESL learning. Video A introduces spatial prepositions through visual demonstration, gestures, repetition and active practice. Video B connects a short film with comprehension activities and dialogue practice. As a result, Video A places greater emphasis on making vocabulary meaning visible, whereas Video B places greater emphasis on moving from viewing and understanding towards language application. Despite these differences, the same principles of effective classroom language apply to both lessons. Instructions should be clear and supported by modelling; questions should move from basic understanding towards explanation and interpretation; behaviour management should preserve engagement and equitable participation; and feedback should help pupils understand both their successes and next steps. The quality of classroom interaction depends not only on the initial question or instruction, but also on what the teacher does after pupils respond. This is consistent with research that treats classroom language as an interactional practice rather than simply the delivery of information (Copland et al., 2023; Yang, 2021).
5 7.0 Conclusion In conclusion, effective teacher talk requires teachers to make deliberate choices that match the lesson objectives and pupils' learning needs. Video A demonstrates the value of visual and physical support when teaching concrete vocabulary, while Video B illustrates how a story- based sequence can connect comprehension with spoken language practice. Both lessons provide opportunities to improve the clarity of instructions, the depth of questioning, the inclusiveness of behaviour management and the usefulness of feedback. By combining concise explanations with open-ended prompts, supportive routines and constructive responses, primary ESL teachers can help pupils participate more confidently and use English more meaningfully.
6 8.0 References Aedo, P., & Millafilo, C. (2022). What type of oral corrective feedback do Chilean EFL young learners prefer? HOW, 29(2), 81–100. https://doi.org/10.19183/how.29.2.643 An, J., & Childs, A. (2023). Teacher questions, wait time, and student output in classroom interaction in EMI science classes: An interdisciplinary view. Studies in Second Language Learning and Teaching, 13(2), 471–493. https://doi.org/10.14746/ssllt.38283 Copland, F., Garton, S., & Barnett, C. (2023). Languages in the primary classroom: Teachers’ views and practices. ELT Journal, 77(1), 11–22. https://doi.org/10.1093/elt/ccac041 Galvez-Capili, K. C., Gloria, M. N. J., & Ilustre, R. (2022). Corrective feedback in K-12 English: Characteristics, purposes, and examples. International Journal of English Language Studies, 4(3), 28–34. https://doi.org/10.32996/ijels.2022.4.3.4 Heller, M. C., & Grøver, V. (2022). Teachers’ instructional talk in a partly scripted language intervention targeting young second-language learners: Developments over time. International Journal of Early Years Education, 30(2), 322–338. https://doi.org/10.1080/09669760.2021.1893665 Kaur, K., & Lim-Ratnam, C. (2023). Implementation of formative assessment in the English language classroom: Insights from three primary schools in Singapore. Educational Research for Policy and Practice, 22, 215–237. https://doi.org/10.1007/s10671-022- 09327-y Mahmud, M. S., & Mohd Drus, N. F. (2023). The use of oral questioning to improve students’ reasoning skills in primary school mathematics learning. Frontiers in Education, 8, Article 1126816. https://doi.org/10.3389/feduc.2023.1126816 Miki890 ESL. (2022, September 29). Teaching English in China, public school Grade 3 ESL (full class demo lesson) [Video]. YouTube. https://www.youtube.com/watch?v=6b2gj2rhKR0 Patra, I., Alazemi, A., Al-Jamal, D., & Gheisari, A. (2022). The effectiveness of teachers’ written and verbal corrective feedback (CF) during formative assessment (FA) on male language learners’ academic anxiety (AA), academic performance (AP), and attitude toward learning (ATL). Language Testing in Asia, 12, Article 19. https://doi.org/10.1186/s40468-022-00169-2 Pui, K. P., Pung, W. C., & Ho, A. P. (2023). Learners’ beliefs and teachers’ practice of grammar- focused written corrective feedback in the Malaysian primary ESL classrooms: A pilot study. Asia-Pacific Social Science Review, 23(4), 42–54. https://doi.org/10.59588/2350-8329.1516 Teacher Val. (2022, January 27). How to use short films in the ESL classroom: “My favourite meals” (full class) [Video]. YouTube. https://www.youtube.com/watch?v=4QkrYbQOLZo Vrikki, M., & Evagorou, M. (2023). An analysis of teacher questioning practices in dialogic lessons. International Journal of Educational Research, 117, Article 102107. https://doi.org/10.1016/j.ijer.2022.102107 Wu, Y., The, H. T., & Lai, S. L. (2022). Psychological capital and English as a second language classroom management in Malaysia: The moderating effect of teaching experience. Frontiers in Education, 7, Article 678639. https://doi.org/10.3389/feduc.2022.678639 Yang, X. (2021). How can EFL teachers make their questions more interactive with students? Interpersonal patterns of teacher questions. System, 99, Article 102509. https://doi.org/10.1016/j.system.2021.102509