Exploring the Impact of Teacher Talk on the Willingness to Communicate among Iranian EFL Students

This study delves into the intricate dynamics of classroom discourse, emphasizing the pivotal role of language, interaction, and learning. Despite over half a century of research, the complex interplay between these elements remains partially understood. This paper argues for a comprehensive exploration of classroom discourse, fostering interactional competence among teachers and learners to cultivate dynamic, engaged classrooms where active learning thrives. The study involved ۸۰ Iranian EFL students at the B.A level. Data was collected using a Participant Interview Questionnaire (adapted from Cao & Philp, ۲۰۰۶), a Willingness to Communicate (WTC) Questionnaire (adapted from Cao & Philp, ۲۰۰۶; Weaver, ۲۰۰۵), and a TOEFL language proficiency test (Tarbiat Modares University). Findings reveal that the content of teacher talk significantly enhances student performance by the end of the language course, fosters increased student interaction during classes, and cultivates positive student attitudes towards the teacher. This underscores the transformative potential of teacher talk content in language learning environments.