Face-Saving Strategies in the Libyan EFL Preparatory Classroom: A Discourse Analysis of Teacher-Student Interaction
Abstract
This study investigated teachers' use of face-saving strategies and their influence on classroom interaction in an English as a Foreign Language EFL classroom. Using a qualitative research design, data were collected through classroom observations and semi-structured interviews with four students. The data were analyzed using Braun and Clarke's (2006) thematic analysis. The findings revealed that teachers frequently employed face-saving strategies such as praise, encouragement, respectful communication, and indirect error correction. These strategies enhanced students' confidence, reduced embarrassment, encouraged active participation, and promoted positive classroom interaction. The classroom observation findings supported the interview data, demonstrating that face-saving strategies contribute to creating a supportive and interactive learning environment. The study concludes that integrating face-saving strategies into EFL teaching can foster effective classroom communication, support students' emotional well-being, and encourage greater participation in the language learning process.
Keywords
Face-saving strategies, politeness theory, classroom interaction, EFL classrooms, teacher–student interaction, qualitative research
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