Strategic Use of IRF Sequences in AI-Mediated Communication

The strategic use of IRF sequences (initiate-response-feedback) in classroom discourse facilitates interaction and foreign language acquisition, whereas controlled, teacher-initiated interaction may limit learning opportunities or hinder deep understanding. With technology advancements, AI-mediated communication has emerged, offering learners opportunities to develop linguistic and strategic competencies through learner-centered interactions with chatbots. While previous studies have extensively explored IRF sequences in classroom settings, limited research has examined their role in AI-mediated communication outside the classroom. This qualitative study investigates interaction patterns of twenty senior high school students in northern Taiwan, who voluntarily participated after being recruited via social media between July and September, 2024. Data were collected through student log transcriptions of interactions with the educational chatbot CoolE Bot, semi-structured interviews, and a questionnaire. Findings indicate that students used IRF sequences to sustain meaningful communication, deepen understanding, and engage in speaking practice enriched with linguistic and content elements in synchronous AI-mediated communication. These findings highlight the pedagogical potential of IRF sequences in enhancing foreign language learners’ linguistic, strategic, and social competencies while fostering learner autonomy through guidance.