The Significance of the ‘I Move’ in Teacher Talk: A Comparative Analysis of Teacher Question in Two Video Recordings

This study explores the significance of the ‘I move’ in teacher talk through a comparative analysis of teacher questions in two video recordings of classroom interaction. This research identifies various types of moves and specifically focuses on types and functions of ‘I moves’ in teaching process, which is based on IRF structure. Three types of moves can be observed in both video recordings, including initiation, response and feedback. This study has divided teacher questions in ‘I moves’ into two categories to analyze the types and functions of ‘I moves’. First of all, this study identifies the ‘I moves’ in classroom interactions in both video recordings, including open-ended, closed, probing questions and directive statements. On the other hand, this study examines how different questions types are employed by teachers, including wh-questions, yes/no questions, checking questions, display questions and referential questions. This research provides insights into effectiveness of various questioning strategies in creating active learning environment. The findings suggest that strategic use of ‘I moves’ can significantly enhance learner participation and comprehension, contributing to more effective teaching practices.