# data[].attributes.body
The use of open or authentic questions can shift the power dynamics in classroom interactions by promoting a more student-centered learning environment. Unlike closed questions that seek specific answers, open questions encourage students to express their thoughts, opinions, and interpretations, thereby giving them a greater sense of agency and voice in the classroom. This reduces the traditional teacher-dominated dynamic, as the teacher is no longer the sole authority providing correct answers, but rather a facilitator of dialogue and critical thinking.

# data[].attributes.body
Using open or authentic questions in class helps change who controls the talk. Instead of the teacher asking only easy questions and controlling everything, open questions let students think and share more. This makes students feel more involved and equal in class. When teachers let students talk more like this, it helps students feel safe and ready to share their ideas (Ellis, 1998).

# data[].attributes.body
The use of open or authentic questions can shift the power dynamic in classroom interaction by allowing learners to contribute ideas more freely, rather than simply providing expected answers. This type of questioning invites genuine communication and encourages learners to take on a more active, equal role in the interaction. As a result, classroom talk becomes more collaborative and less teacher-dominated, promoting learner autonomy and engagement (Ellis 1998).

# data[].attributes.body
The use of open or authentic questions shift power dynamics by encouraging students voice. These questions invite multiple perspectives and longer responses making student feel valued by teachers. According to Bren (1998), teachers orchestrate the interaction.

# data[].attributes.body
Open or authentic questions help balance classroom power by allowing students to express their ideas freely. Rather than the teacher leading with fixed answers, these questions create space for discussion and encourage students to take an active role in their learning.

# data[].attributes.body
The use of open or authentic questions can shift the power dynamics in classroom interactions by giving students opportunities for real language use (Thornbury,2000). Students will be encourage to express their own ideas and opinions, rather than focusing on one fixed answers. This encourages more student participation, promoting interactive learning environment.

# data[].attributes.body
Open authentic questions give students apportunities to contribut freely to construct their own ideas and reduce teacher control over interaction (Ellis,1998) This will increase students participation in classroom learning and promotes balanced learning enviroment.

# data[].attributes.body
Asking open or authentic questions in class can shift the power balance by giving students more say in the conversation. Johnson (1995) explains that when teachers ask real, open-ended questions, students are encouraged to think for themselves and respond in more meaningful ways. Walsh (2002) also points out that open questions create more space for learner contributions and reduce the teacher’s control over the talk. This makes classroom interaction more balanced and student-centered, where students feel more involved in their learning.

# data[].attributes.body
The use of open or authentic questions can shift power dynamics by encouraging students to share their thoughts freely and take ownership of their learning. As Breen (1998) suggests, teachers orchestrate the interaction, and by choosing open-ended questions, they can create a more balanced environment where students feel their ideas are valued, rather than simply responding to the teacher’s authority.

# data[].attributes.body
Open or authentic questions can shift the power dynamics by giving learners more control over the topic, which increases their participation and reduces teacher dominance (Slimani, 1989). This creates a more balanced classroom interaction where students feel their ideas are valued.

# data[].attributes.body
The use of open or authentic questions can shift the power dynamics in classroom interactions by promoting student voice and encouraging active participation. Rather than the teacher controlling the flow of knowledge (Slimani, 1989), invite students to contribute their ideas, opinions, and experiences, thereby fostering a collaborative learning environment.

# data[].attributes.body
In my opinion, the use of open or authentic questions can indeed shift the power dynamics in classroom interactions as the students are given more control of the direction of discussion. These questions encourage varied responses from the students rather than them answering close ended questions which are usually straigth to the point. This is also supported by Slimani (1989) where they stated “learners take control of the topic”.

# data[].attributes.body
Authentic questions promote dialogic teaching by allowing multiple possible responses. For example, when students feel their ideas are valued, they are more willing to engage critically and challenge perspectives, thus balancing classroom authority.

# data[].attributes.body
The use of open or authentic questions shift the power dynamics in classroom by allowing learners’ interactions. When the teacher asks open questions to the students, it can help the students to speak more and share their opinions or views about something. Besides that, it can help the students to think critically. It is very crucial to use open or authentic questions shift as the teacher can identify the students who is passive in the classroom so that the teacher can assist the students to become better in certain topics.

# data[].attributes.body
Open or authentic questions give students more chances to speak and share ideas, instead of the teacher always controlling the talk. This helps make classroom interaction more balanced and supports better learning.

# data[].attributes.body
The use of open or authentic questions can shift the power dynamics in classroom interactions by encouraging students to engage with one another. According to Johnson (1995), while teachers typically control most patterns of communication in the classroom, these questioning approaches promote dialogic teaching and active student participation, rather than restricting students' opportunities to interact.

# data[].attributes.body
The use of open or authentic questions helps shift classroom power dynamics by promoting dialogue rather than teacher-led instruction. These questions invite students to think critically and share diverse perspectives, positioning them as active contributors rather than passive recipients of knowledge.

# data[].attributes.body
The use of open or authentic questions can shift the power dynamics in classroom interactions by giving learners more control over the communication process. These types of questions encourage students to think critically, express personal opinions, and explore ideas beyond simple right-or-wrong answers. As a result, learners become more active participants in the lesson rather than passive recipients of knowledge. This reduces teacher orchestrating the communication and fosters a more balanced interaction, where students are able to contribute more in classroom discussions.

# data[].attributes.body
The use of open/authentic questions shift the power dynamics in classroom interactions through the shift/change in the usual IRE pattern where the teacher asks a closed question, the student responds, and the teacher evaluates. Usage of open questions in classroom fosters two-way discussions rather than one way assessment.

# data[].attributes.body
Using open or authentic questions in the classroom can significantly shift the power dynamic from a teacher-centered to a more student-centered learning environment by empowering student voice. Open questions invite multiple perspectives, giving students a chance to express their thoughts, ideas, and interpretations without fear of being wrong. It also encouraging critical thinking

# data[].attributes.body
The quote suggests that teachers “orchestrate the interaction (Breen, 1998),” indicating they have control over how conversations unfold. Using open or authentic questions can shift this power by allowing learners more voice and agency in the discussion. Instead of simply responding to predetermined answers, students are invited to express opinions, explore ideas, and co-construct meaning, thereby balancing the authority between teacher and students.

# data[].attributes.body
Teachers have historically controlled communication in many classrooms, particularly in L2 contexts, by selecting themes and guiding discussion (Ellis, 1998; Breen, 1998). This may restrict student involvement and strengthen hierarchies of power. However, this dynamic can be changed in favour of more student-centered learning by using open-ended or realistic questions that encourage multiple responses. According to the slide, teachers frequently "orchestrate the interaction" and "control" communication (Breen, 1998). This suggests a hierarchical structure. Teachers who ask authentic questions encourage students to participate more actively in forming class discussions as opposed to only giving passive answers. By allowing students to contribute their own experiences, viewpoints, and creative ideas, this modification lessens the teacher's control over the communication flow and fosters student autonomy and empowerment. For example, rather than asking, “What is the past tense of ‘go’?”, an authentic question would be, “Can you tell us about a time you went somewhere special?”. This fosters dialogic teaching, where learners and teachers co-construct knowledge rather than it being unilaterally transmitted.

# data[].attributes.body
Open or authentic questions can shift classroom power dynamics by encouraging more student thinking and participation. Instead of only focusing on getting the ‘right’ answer, these questions allow students to share their own ideas and experiences. This gives them more voice in the classroom and helps them become active meaning-makers. As a result, the interaction becomes more equal, and the teacher is no longer the only one controlling the flow of the lesson.

# data[].attributes.body
Usage of open or authentic questions give the learner greater freedom to express ideas, encouraging extended responses rather than short answers for control by the teacher. This creates shared interaction and autonomy in the learner (Ellis, 1998), which, in turn, lessens the teacher's grip on communication and yields a more balanced setting.

# data[].attributes.body
The use of open or authentic questions shifts power dynamics in classroom interactions by promoting a more student-centered environment, where students are encouraged to think critically and share diverse perspectives. Unlike closed questions that seek specific answers, open questions invite meaningful dialogue, giving students more voice and control in discussions. This reduces teacher dominance and fosters a collaborative atmosphere where knowledge is co-constructed rather than transmitted.

# data[].attributes.body
One way the use of open or authentic questions can shift the power dynamics in classroom interaction is by encouraging student-led dialogue. As the quote states, teachers "control most of the patterns of communication" and "orchestrate the interaction" (Johnson, 1995; Ellis, 1998; Walsh, 2002; Ehsan, 1998).

How:

Open questions invite learners to express their thoughts and opinions freely, reducing the teacher's control over the discourse. This empowers students to take a more active role, creating a more balanced interaction and promoting learner autonomy.

# data[].attributes.body
The use of open or authentic questions can shift power dynamics in classroom interactions by reducing the teacher’s control over communication patterns. teachers often “control most of the patterns of communication” and may restrict or allow learner interaction (Johnson, 1995; Ellis, 1998). However, when teachers use open questions, they invite learners to express their thoughts freely, which gives students more voice and agency. This helps balance the interaction, making it less teacher-dominated and encouraging more active participation from students (Breen, 1998)

# data[].attributes.body
Using open or authentic questions shifts power dynamics by making the classroom more student-centered. These questions let students share ideas, think for themselves, and take part in discussions, rather than the teacher leading everything. This helps build critical thinking and gives students more control over their learning.

# data[].attributes.body
Open or authentic questioning redistributes power dynamics by distributing responsibility for material and direction of discussion with students. It allows students to think creatively and put their own ideas, making interaction more more balanced and student-centered.

# data[].attributes.body
Using open questions in the classroom allows students to think more freely and give longer, personal answers. This helps shift the power from the teacher to a more balanced interaction where students are more active. It also supports students in becoming meaning-makers, not just answer-givers, which creates a more engaging and shared learning environment.

# data[].attributes.body
The use of open or authentic questions can shift power dynamics in classroom interactions by redistributing control from the teacher to the students. Such questions encourage learners to express their thoughts freely, reducing the teacher's dominance over communication (Johnson, 1995). This approach fosters a more collaborative environment, where students feel their contributions are valued, thereby promoting equitable participation and deeper engagement (Walsh, 2002).

# data[].attributes.body
The use of open or authentic questions can shift power dynamics by inviting student input and encouraging discussion. This relates to Walsh (2002), who states that teachers can either facilitate or hinder learning opportunities—authentic questions help facilitate interaction, giving students a more active role in classroom communication.

# data[].attributes.body
Using open or genuine questions in the classroom can change the balance of power by promoting student involvement and making learning more focused on the students. These questions invite critical thinking and allow learners to express their own ideas instead of simply repeating expected answers.

# data[].attributes.body
The use of open or authentic questions can shift power dynamics by allowing learners to contribute more meaningfully to classroom talk, thus reducing teacher control (Walsh, 2002). These questions invite varied responses and promote learner engagement, making interactions more balanced and student-centered.

# data[].attributes.body
When a teacher asks open or real questions, it shows they care about what students think, not just about getting the right answer. It feels more like a real conversation, where everyone’s ideas matter. Students feel more comfortable to speak up, and they start learning from each other too. The teacher becomes someone who listens, not just someone who talks. It makes the classroom feel warmer, like a space where people understand and respect one another.

# data[].attributes.body
1) Reducing Teacher dominance communication (Johnson,1995). Teacher is the one who decides who speaks, when and how. In this way they can control the classroom. This shift empowers students to become active participants, rather than passive recipients of knowledge. Next,

Allowing More Learner Interaction (Ellis, 1998)

Mostly, authentic questions open up space for student interaction among them and more spontaneous communication. So students will talk freely

# data[].attributes.body
The use of the open or authentic questions can help encourage the students to be critical and creative in providing their answers. As suggested by Johnson (1995), the teachers control the pattern of communication among the learners. Therefore by using the said method, the teacher will be able to cultivate a collaborative classroom learning environment rather than one that strictly focuses on the teacher as the person providing input to the students.

# data[].attributes.body
The use of open or authentic questions can shift the power dynamics in classroom interactions by giving learners more control over the conversation. Instead of the teacher orchestrating and dominating communication (Breen, 1998), open questions invite student input and promote shared dialogue, thereby reducing teacher control (Johnson, 1995) and increasing learner participation (Ellis, 1998).