Advising Practices in Office-Hour Sessions: An IRF Model, Asymmetry Influence and Conversation Analytic Investigation

A significant amount of research indicates that advising practices are common in institutional talk, and the mode of delivery is important. Despite the increasing attention given to advising practices in academic settings, few researchers have explored the application of the Initiation-Response-Feedback (IRF) model in the context of advising a learner to edit a paper. Additionally, there is limited research on how the IRF model affects advice acceptance and the influence of asymmetry during institutional talk, particularly in online office-hour appointments. This study investigates the use of the IRF model in online office-hour sessions, focusing on advice delivery, advice acceptance, and the role of asymmetry. Using Conversation Analysis (CA), this research examines interactions between a supervisor and supervisee during online office-hour sessions, specifically in collaborative paper editing scenarios. Through a detailed analysis, the study finds that the pure application of the IRF model in online office-hour settings is not entirely successful, as it fails to account for the dynamics of collaborative and interactive advising. The findings propose that while the IRF model in its traditional form may be restrictive, a flexible version of the model could better facilitate effective advising during online office-hour sessions. This study contributes to advising practices by highlighting the limitations of rigid IRF applications and encouraging further exploration of adaptable models for more dynamic, student-centered advising practices across various academic environments.