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Abstract
This paper explores Teacher Interactional Competence (TIC) in semi-instructed EFL contexts, offering fresh insights into how educators manage classroom discourse to optimize learning. Through detailed Conversation Analysis (CA) of three teachers in an English Interactional Club (ENIC), the study reveals how the Initiation-Response-Feedback (IRF) sequence often drives classroom talk but can limit deeper engagement when not followed by topicalization. To overcome these challenges, the study introduces an innovative TIC framework, built on four dynamic components: pause-in-discourse (PID), socio-visualize, digital literacy, and teacher autonomy. This adaptable model not only enhances teacher-student interactions but also bridges the divide between theory and practice, offering practical strategies for real-time classroom management. By fostering a more flexible, reflective, and digitally integrated approach to teaching, the TIC framework provides a powerful tool for in-service and pre-service teachers, promoting post-method pedagogy and advancing a more interactive, learner-driven experience in modern EFL classrooms.
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