Instructor–Learner Interaction in EFL Speaking Contexts: An Interpretive Phenomenological Study

Abstract

Instructor–Learner Interaction (ILI) constitutes a central mechanism in second language acquisition, as it facilitates both comprehensible input and corrective feedback. Despite its well-established theoretical importance, the subjective meanings and pedagogical impact of ILI from learners’ perspectives remain underexplored. This qualitative study employed an Interpretive Phenomenological Approach (IPA) to investigate the lived experiences and perceptions of EFL students regarding ILI within academic speaking contexts. Data were collected from 39 EFL students aged 19–24 via an open-ended online survey designed to elicit rich experiential narratives. The subsequent analysis yielded three overarching themes: (1) Affective safety as a precondition for participation, emphasizing the critical role of nonverbal cues and emotional rapport in lowering the Affective Filter (Krashen, 1985); (2) Preference for indirect, meaning-focused correction, reflecting learners’ inclination toward scaffolded support (Vygotsky, 1978) rather than explicit, flow-disrupting correction; and (3) The demand for equitable and invitational turn-taking, highlighting concerns related to fairness in participation opportunities and instructors’ management of public wait time. The findings indicate that the quality of the affective instructor–learner relationship is paramount and functions as an emotional gatekeeper to linguistic input. Effective ILI therefore requires instructors not only to provide linguistic support but also to act as skilled emotional facilitators who intentionally cultivate affective safety, promote equitable participation, and employ indirect, communication-preserving corrective strategies. These insights hold significant implications for the design and implementation of second language teacher education and professional development programs.