The Use of LLT Materials in China’s EFL Classrooms: Making Learner Engagement in Classroom Talk Visible


Language learning and teaching materials (LLT) are crucial parts of language classrooms. However, how these materials are used by students and teachers during EFL classroom interactions is still understudied. In response to calls for empirical research on materials use in language classrooms, this classroom-based study examined the use of LLT materials in China’s integrated English classrooms for English majors and explored students’ language learning engagement with materials in materials-prompted turns. Based on a conversation analytic treatment of 90 relevant episodes culled from 36-hour videotaped EFL classroom interactions, this study explores (a) the types of LLT materials used in China’s English classrooms, (b) the extent to which students engage with LLT materials in terms of the different characteristics of the discourse patterns elicited by the materials. Results show that language teaching resources offered by three ELA teachers are no longer homogeneous, with all five dimensions of materials (physical entities, texts, signs, environments, and technologies) being used and synergistically generating meanings in classrooms for intermediate learners. Nonetheless, textbooks remain the most commonly used type of instructional materials in EFL classrooms. Additionally, LLT materials have been proven to have a significant impact on teacher-student classroom interaction, prompting turns in direct or indirect ways. Different materials-discourse relations provide students with various space for engagement and topic selection by offering distinct possibilities and constraints, and thereby impacting learner agency in classroom talk. This study reveals how instructional materials and classroom discourse interact to provide language learning opportunities.

Author Information
Wei Dan, Southwest University, China

Paper Information
Conference: ECE2022
Stream: Foreign Languages Education & Applied Linguistics (including ESL/TESL/TEFL)

This paper is part of the ECE2022 Conference Proceedings (View)
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To cite this article:
Dan W. (2022) The Use of LLT Materials in China’s EFL Classrooms: Making Learner Engagement in Classroom Talk Visible ISSN: 2188-1162 The European Conference on Education 2022: Official Conference Proceedings
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Posted by James Alexander Gordon