This study investigates interaction patterns in College English classrooms through Sinclair and Coulthard’s Initiation–Response–Feedback (IRF) model. The analysis reveals that over 80% of classroom talk is initiated by teachers, with a strong preference for display questions and brief evaluative feedback. Student participation is limited, with few instances of student-initiated talk or extended responses. This interaction style restricts opportunities for critical thinking, authentic communication, and the development of communicative competence. To address these issues, the study recommends a shift toward referential questions, the use of formative and elaborative feedback, and the integration of student-centered activities such as group discussions and peer interaction. The current study also highlights the importance of teacher training in discourse strategies and institutional support, including smaller class sizes and improved assessment systems. These changes aim to foster a more dialogic and learner-centered classroom environment that supports students’ language proficiency, cognitive engagement, and autonomy.
