ABSTRACT This study focuses on the quality of teacher–student interactions and feedback in teaching English as a foreign language (EFL). Data consisted of 65 video-recorded lessons from 13 classrooms in two lower-secondary schools, and were coded with Classroom Assessment Scoring System–Secondary. Four cases were selected and analysed for feedback practice based on teachers’ use of first language (L1: here, Norwegian) and target language (L2: here, English) in EFL lessons. Teacher–student interactions were characterised by mid quality of emotional support and high quality of classroom organisation, but relatively low quality of instructional support. The results revealed an interdependence between quality of feedback and instructional dialogue, yet there appeared to be difficulties in supporting students’ internal feedback and self-regulation. Engaging in extended feedback dialogues in the L2 seemed to be a central challenge facing the EFL teachers. The results provide knowledge for teacher education and teachers’ facilitation of student learning.

中文翻译：

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英语作为外语课堂的师生互动与反馈

摘要 本研究侧重于英语作为外语 (EFL) 教学中师生互动和反馈的质量。数据包括来自两所初中 13 间教室的 65 节视频课程，并使用课堂评估评分系统 - 中学进行编码。根据教师在 EFL 课程中使用第一语言（L1：此处，挪威语）和目标语言（L2：此处，英语）的反馈实践，选择并分析了四个案例进行反馈练习。师生互动的特点是情感支持质量中等，课堂组织质量高，但教学支持质量相对较低。结果显示反馈质量与教学对话之间存在相互依存关系，但在支持学生的内部反馈和自我调节方面似乎存在困难。在 L2 中进行扩展的反馈对话似乎是 EFL 教师面临的主要挑战。研究结果为教师教育和教师促进学生学习提供了知识。