The analysis of classroom discourse presented here is based on two studies of task-based and problem-based teaching. Four classes across grades met their experienced teachers and they interacted within the 45-minute English classes.         

The student’s learning was mainly supported by the conversational interaction with the teachers. The qualitative and quantitative data acquisition and analysis based on the discourse transcription revealed the significant results of this research, including the features of discourse interaction in EFL classes in middle schools, affecting factors of language learning unfairness as well as the evidence of how these discourse interactions functioned to the students’ learning competence and motivation.