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Investigating discourse in an EFL blended learning environment: a corpus-based analysis of online and face-to-face modes
Date
2025
Abstract
This research investigates the linguistic features characterising classroom discourse in an English as a Foreign Language (EFL) blended learning environment, focusing on interactions within a community of an individual teacher and a group of students. Although extensive research has been carried out on the Community of Inquiry (CoI) framework (Garrison et al. 2000), far too little attention has been paid to providing linguistic evidence of teaching, cognitive, and social presences within the model, particularly in the Algerian context. This study, therefore, explores the CoI core presences by employing a corpus-based discourse analysis approach (CBDA) to examine teacher-student and student-student interactions across face-to-face and online settings. Data was collected from an EFL teacher and 12 students at an English department in Algeria, using a mixed-methods approach that combines corpus-based discourse analysis with pre- and post-questionnaires.
The Teacher-Students Corpus of Face-to-Face and Online Interactions (TSC-FOI) was created to collect both spoken and written classroom discourse for analysing teacher-student interactions across different learning modes. The corpus analysis revealed that the teacher employed discourse markers strategically to structure instructional moves and manage transitions, especially in face-to-face and synchronous online settings. The evaluation tokens used in classroom modes and discussion forums further underscored a robust teaching presence. Cognitive presence was fostered through the teacher's questioning techniques in classroom modes, while it was more dominant by the students in breakout rooms. Students demonstrated critical thinking within these rooms, further enriched by reflective tasks conducted through discussion forums and blog-based activities. Social presence was manifested through the use of code-switching and politeness strategies, including apologies and expressions of appreciation, which highlighted students' active efforts to foster connections within the learning community. Notably, the students exhibited a preference for switching to their L1 (Algerian Arabic) during peer discussions in breakout room mode, further indicating the social dynamics of the group. The findings highlighted a synergistic interaction among the CoI presences, fostering a cohesive teacher-student community. Hence, the findings of this study contributed to our understanding of the linguistic foundations of the CoI model, offering insights into the interactional dynamics that characterise classroom discourse within blended learning contexts.
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University of Limerick
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Sustainable Development Goals
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Attribution-NonCommercial-ShareAlike 4.0 International