TEACHER SPEECH ACTS AND THEIR PEDAGOGICAL FUNCTIONS IN CLASSROOM INTERACTION: A SYSTEMATIC LITERATURE REVIEW

Abstract

Research on teacher speech acts and their functions in learning is still scattered and has not provided a comprehensive picture of the pattern of research topics. This study aims to systematically review previous studies on speech acts in learning through the PRISMA guidelines. Articles were obtained from the Publish or Perish application. Of the 847 articles, six were included. The results of this study are as follows: 1) Searle's speech act theory is predominantly used in the articles (83.3%) and the pedagogical function theory has not been specifically mentioned (66.7%); 2) descriptive qualitative was found to be the dominant research method used (83.3%); 3) EFL classes were the dominant context (66.7%); 4) the dominant speech act found/studied was directive; 5) two articles using Walsh's SETT found that teacher utterances fulfill all modes; directive speech acts are used by teachers to manage and control the class. These findings suggest that there has not been any research that specifically integrates speech act theory and pedagogical functions.