Abstract This study aimed to investigate classroom interaction by analyzing the IRF pattern. The IRF pattern is a three-part sequence including Initiation, Response, and Feedback which is commonly found in classroom interaction. The current study used classroom observation and voice recordings to identify the dominant part of the IRF pattern and to examine how the teacher and students interacted with each other in one speaking class at Arak University. The data for this study which were gathered in eight sessions were analyzed qualitatively. Based on the findings of this investigation student response turned out to be the most frequent part of the classroom interaction indicating that classroom interaction was occurring effectively. This result suggests that the teacher of this course was able to engage students in the learning process and encourage them to participate actively in the discussions. Furthermore, this study revealed that the teacher provided feedback to students’ responses which enhanced their understanding and promoted learning. Overall, this investigation provides insights into classroom discourse and interaction which leads to the creation of an interactive learning environment that promotes deeper learning and improves academic performance.
