All Journals

Language Teaching Research Quarterly

European Journal of Studies in Management and Business

International Journal of Behavior Studies in Organizations

Studies in Educational Management

New Challenges in Accounting and Finance

Language Testing in Focus: An International Journal

Marketing and Branding Research

Individual Differences in Language Education: An International Journal 

Feedback Research in Second Language 

Management Issues in Healthcare System

Language Teacher Education Research

Artificial Intelligence Knowledge Development

<p style="text-align: justify;"><span style="font-size: 12pt; font-family: 'Cambria', serif; color: black;">Teacher talk plays a vital role in classroom interactions, particularly in English Language Teaching (ELT), where it significantly affects student learning and engagement. However, there is limited research on how autistic pre-service teachers manage communication in inclusive classroom settings. This study addresses this gap by examining teacher-student interactions led by an autistic pre-service English teacher in a seventh-grade inclusive classroom in Surabaya, Indonesia. A descriptive qualitative design was used, with data collected from six audio-recorded classroom sessions, transcribed, and analyzed using Flanders&rsquo; Interaction Analysis Categories System (FIACS). The findings revealed that the teacher&rsquo;s talk was largely directive and lecture-based, with the most frequent behaviors being "giving directions" (14.85%), "lecturing" (12.73%), and "asking questions" (12.73%). Both indirect talk (28.11%) and direct talk (27.85%) were used in nearly equal proportions, while socio-affective behaviors such as praise (1.86%) and acknowledgment of feelings (3.98%) were less frequent. These findings highlight the challenges and adaptive strategies of autistic pre-service teachers, demonstrating how structured language and facilitative questioning coexist in inclusive ELT practice. This study contributes to inclusive teacher education and applied linguistics, offering insights into the communicative strategies of neurodiverse teacher trainees.</span></p>

ltrq.2026.54.10.pdf

Original Research 

ltrq.2026.54.10.xml

Teacher Talk of Autistic Pre-Service Teachers in ELT Practicum: A FIACS-Based Analysis