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Control of communication in the context of classroom discourse means the ability of teachers to manage the interaction with the students and manage the Initiation-Response -Feedback (IRF) in the classroom.

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In the classroom, control of communication means who control most of the interaction during the lesson. This also includes who speaks, what topics are discussed, and how long each person talks. Usually, the teacher controls most of this because they lead the class. When teachers control the communication too much, students may feel shy or afraid to speak. But when teachers allow more learner interaction, students feel more comfortable and confident to join in (Ellis, 1998).

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Control of communication in the classroom context is that the teacher is able to restrict or allow learners' interaction (Ellis, 1998) For example, the teacher can use the open or authentic questions to encourage the students to speak more in the classroom. In other words, it shows that the teacher has the power to determine the students’ behaviour whether they are passive or active participants.

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Control of communication refers to the teacher’s ability to manage who speaks, when, how, and about what during classroom interactions. Teacher Initiation, Response, Evaluation (IRE) / Initiation, Response, Feedback (IRF) are the common patterns where the teacher initiates a question, a student responds, and the teacher provides feedback or evaluation. This structure inherently places the teacher in a controlling position.

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In classroom discourse, "control of communication" refers to who determines what is discussed, who gets to speak, and when. This control, which determines the interaction's flow and content, is typically exercised by the teacher through questioning, speaker selection, and turn-taking management.

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Control of communication in the context of classroom discourse refers to who manages the flow of talk, decides the topics, asks questions, and gives feedback during classroom interaction. When the teacher holds most of this control, learners have limited opportunities to express themselves or shape the conversation. According to Breen (1998), control of communication often reflects underlying power relations, where the teacher's authority determines how learning unfolds and how much participation is allowed from students. Shifting this control can lead to more learner-centered interaction and greater engagement.

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In classroom discourse, “control of communication” means the person who leads or directs the conversation in class. Usually, it is the teacher who chooses who can talk, asks the questions, and guides the topic of discussion, which can limit or shape student participation.

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In the context of classroom discourse, “control of communication” refers to the authority over managing interactions. For instance, determining who speaks, when they speak, and what content is addressed. This control is often held by the teacher, shaping the structure and direction of classroom talk, which in turn influences student participation and the overall learning dynamic.

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Control of communication in the context of classroom discourse refers to the way teachers and students manage and direct the flow of conversation during lessons. It includes decisions about who speaks, when they speak, what they talk about, and how long they can express their thoughts. This control can significantly shape the learning environment and influence student participation. Other than that, teachers usually decide which topics are relevant, when to change topics, and when a discussion has gone off track. This control can prevent students from fully exploring their own ideas or connecting the lesson to their personal experiences.

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In classroom discourse, "control of communication" means the teacher manages who speaks, when they speak, and what is talked about. This helps keep the lesson organized, ensures students stay on topic, and allows the teacher to guide learning effectively.

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control of communication' in classroom discourse refers to the ways L2 teachers manage how learners interact, including restricting or allowing their participation, guiding the topic of discussion, and influencing the opportunities for learning.

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“Control of communication” means the teacher decides who speaks and what is talked about. As stated by (Johnson, 1995), teachers often control most of the communication patterns in classrooms, which can limit students’ chances to express themselves and take part in meaningful interaction.

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In the context of classroom discourse, control of communication means the teacher decides who, when and what topics that the students will discussed in class (Johnson, 1995). This gives the teacher power over the flow of interaction, limiting students’ chances to initiate or direct conversation.

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In the context of classroom discourse, ‘control of communication’ refers to the teacher’s ability to regulate who speaks, when they speak, and what is discussed during lessons. This involves deciding when to allow or restrict student interaction, managing turn-taking, and guiding the direction of classroom talk. These actions directly shape the learning environment and create opportunities for student participation. (Johnson, 1995)

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In the context of classroom discourse, "control of communication" refers to the teacher’s ability to manage and direct the flow of interaction. This includes determining who speaks, when they speak, and what topics or responses are considered acceptable, which influences the structure and content of classroom discussions.

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In classroom discourse, "control of communication" refers to the power to decide who speaks, when, and what. This authority is usually exercised by the instructor by questioning, selecting responses, and providing feedback. However, control may be shared in more student-centered or interactive classrooms, enabling students to take the lead in debates and participate more freely in the educational process. Students' level of participation and the classroom environment are shaped by this control.

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Controlling Communication Patterns Johnson (1995) states that L2 teachers control most patterns of communication, meaning they largely determine who speaks, when, and how.

This includes turn-taking, the length of student responses, and whether those responses are accepted or evaluated.

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Control of communication means the teacher decides who can talk, when they talk, and what they talk about. This lets the teacher guide the lesson and how students take part in it.

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In classroom diciurse context, "control of communication" refers to the teacher’s ability to manage who speaks, when, and about what (Johnson, 1995). It includes how teachers direct interactions, select topics, and allow or restrict student participation, shaping the flow and nature of classroom talk.

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"Control of communication" may refer to the teacher's authority over who speaks, answers or engage in the classroom when conveying a lesson. It may involve managing turn-taking, topic selection for presentations and even the flow of the dialogues to maintain the focus and structure of the conversation. While this helps maintain order and focus, it may also limit student autonomy and reduce opportunities for student-led discussions or critical thinking.

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In classroom discourse, "control of communication" refers to the teacher's authority in directing interactions, such as deciding who speaks, when, and how. This includes restricting or permitting learner participation (Ellis, 1998), steering topic choices (Slimani, 1989), and shaping learning opportunities (Walsh, 2002). Teachers "orchestrate the interaction" (Breen, 1998), influencing the flow and content of discussions to align with pedagogical goals, often limiting learner autonomy in favor of structured outcomes.

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"Control of communication" in the context of classroom discourse refers to how teachers manage who speaks, what topics are discussed, and how turns are taken during classroom interactions (Johnson, 1995). In many L2 classrooms, teachers plays a dominant role by asking questions, selecting speakers, and evaluating responses. This often limits student participation and shapes the learning process according to the teacher’s agenda (Ellis, 1998; Slimani, 1989).

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In the context of classroom discourse, "control of communication" refers to the teacher's ability to manage who speaks, when they speak, and what topics are discussed. As stated in the quote, L2 teachers "control most of the patterns of communication (Johnson, 1995)" and "take control of the topic (Slimani, 1989)." This means that teachers guide and limit the flow of conversation, influencing how and whether learners participate in interaction.

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Control of communication in the context of classroom discourse means that the teacher decides who speaks, when they speak, and what they talk about. As the quote in the picture suggests, teachers “control most of the patterns of communication” (Johnson, 1995), which means they manage the flow of interaction, often limiting students' opportunities to contribute freely or take charge of the discussion.

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"Control of communication" in the context of classroom discourse refers to who manages and directs the flow of conversation during classroom interactions. This includes deciding who speaks, when they speak, and what topics are discussed. Typically, the teacher holds this control, guiding discussions and setting the norms for student participation.

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“Control of communication” in classroom discourse means the teacher controls who gets to talk, when they can talk, and what they talk about. This shows the teacher’s power in managing the flow of the lesson and the direction of the discussion. It also affects how much students can take part in the conversation.

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Control of communication in the classroom means the teacher is the one who usually decides what to talk about, who can talk, and when they can talk. For example, the teacher asks a question, and students wait to be chosen to answer. This shows the teacher is in control. If the teacher always controls everything, students might not feel free to share their ideas. But if the teacher gives students more chance to talk or ask questions, students can feel more confident and take part in the lesson better.

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Typically, in traditional classrooms, teachers hold the most control over communication. They ask questions, choose who answers, and evaluate the responses—this is often referred to as the Initiation-Response-Feedback (IRF) pattern.

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"Control of communication" in classroom discourse refers to how teachers manage who talks, when, and what is discussed. As Johnson (1995) stated that teachers are the one who control most of the patterns of communication, shaping the flow and nature of classroom interaction due to their special status.

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In the context of classroom discourse, "control of communication" refers to who manages or directs the flow of conversation in the classroom. This typically involves the teacher deciding who speaks, when they speak, and what topics are discussed. It reflects the power dynamics in the classroom and influences how students participate in learning.

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"Control of communication" in the context of classroom discourse refers to the teacher’s ability to manage and direct how interactions happen in the classroom. This includes deciding who speaks, when they speak, what topics are discussed, and how responses are handled. Teachers may allow or restrict student participation, influencing the flow and depth of classroom dialogue.