Instructor–learner interactions in EFL speaking contexts: A qualitative thematic analysis

I This article investigates how English as a Foreign Language (EFL) students perceive instructor–learner interaction in academic speaking classrooms. Using a qualitative thematic analysis of responses from 39 university students, the study explores the interpersonal and pedagogical factors that encourage or discourage oral participation. The findings identify three major themes: (1) affective safety as a prerequisite for speaking, where supportive instructor behaviors and positive nonverbal communication reduce learners' anxiety; (2) a preference for indirect, meaning-focused corrective feedback, which allows students to maintain communicative flow while developing language accuracy; and (3) the need for equitable and invitational classroom interaction, emphasizing fair turn-taking, appropriate wait time, and inclusive participation opportunities. The study concludes that effective instructor–learner interaction extends beyond linguistic instruction by fostering emotional support, learner confidence, and equitable participation. It argues that language instructors should be trained not only in teaching methodology but also in affective and interactional skills that promote engagement and communicative competence in EFL speaking contexts.