Illocutionary Acts in EFL Teaching: Balancing Authority and Engagement

This study investigates illocutionary acts in the context of English as a Foreign Language (EFL) education, focusing on their types and functions. The research centers on an EFL teacher as the subject and employs conversation analysis as the methodological approach. The primary aim is to explore how teachers utilize illocutionary acts to influence language learning experiences. The findings underscore the inherent authority of teachers in shaping classroom discourse and instructional interactions. Specifically, the study reveals that teachers predominantly exert influence through assertive acts, utilizing these to convey information effectively and provide instructional guidance. However, in an ideal classroom environment, there exists a harmonious balance of authority where teachers maintain instructional leadership while also empowering students to actively participate in their learning process. This balance fosters a collaborative atmosphere conducive to effective communication, mutual respect, and meaningful engagement in educational activities.