From Socialization to Internalization: Tracing Knowledge Co-construction Through Sequential Discourse Interaction Acts in High School English Learning

Yongwen Wu¹Guang'An Ou^2*Mahapiret KANJI³

• ¹School of Educational Science, Xinjiang Normal University, Urumqi, China
• ²School of Foreign Languages, Shihezi University, Shihezi, China
• ³College Students’ Mental Health Education Counseling and Research Center, Xinjiang Normal University, Urumqi, China

Effective knowledge co-construction (KC) leading to deep internalization remains a critical challenge in high school English as a Foreign Language (EFL) instruction. While classroom discourse is central to this process, the specific sequential mechanisms linking teacher-student interactions to knowledge internalization are underexplored. This study employs sequential analysis of classroom discourse to trace the process of KC and reveal how discourse acts facilitate language learning in high school EFL contexts. This study has a dual purpose: (1) identify and characterize distinct patterns of classroom discourse sequences, differentiating between high-and low-quality interactions, and (2) elucidate teachers' scaffolding role in language KC. Adopting an explanatory sequential mixed-methods approach integrating quantitative classroom discourse sequence analysis within a social-cognitive framework followed by qualitative interpretation, we video-recorded 56 naturally occurring whole-class EFL lessons across three Chinese senior high schools. From these, 369 discourse interaction sequences were identified and analyzed using Generalized Sequential Querier (GSEQ) software for pattern identification. Subsequent qualitative analysis focused on interpreting the scaffolding mechanisms. Results revealed distinct sequential patterns: low-quality interactions were characterized by fragmentation in the socialization and externalization phases, whereas high-quality interactions exhibited a cohesive spiral structure in the combination and internalization phases. Crucially, this sequential analysis elucidated the mechanisms of KC, highlighting the pivotal scaffolding role of teacher-guided discourse acts throughout the SECI process: contextualized inquiries and cognitive conflicts ignite socialization, fostering shared tacit understanding; metacognitive questioning drives externalization by prompting articulated expression; integrative tasks facilitate combination through knowledge restructuring; and structured practice sequences support internalization by bridging explicit knowledge to applied intuition. These findings not only demonstrate how sequential discourse scaffolding is fundamental to transforming classroom interaction into deep language knowledge internalization but also provide a concrete, empirically-grounded framework for understanding and improving the micro-dynamics of KC in EFL classrooms. This offers valuable insights for teacher professional development and the design of more effective discourse-based instructional strategies.