The purpose of this study is to analyze interactions between learners and the instructor (ILI) and interactions among the learners (IAL) themselves in a single university reading class with a focus on scaffolding. Thirty-three learners majoring in computer engineering and public administration participated in the class. Twenty-six out of 33 learners took a non-face-to-face online class (NFTFOC) for a 15-week semester, and the remaining seven learners chose to take a face-to-face class (FTFC) for the five weeks after the mid-term exam. Data from both the NFTFOC and FTFC were collected for 15 weeks from September to December 2021 including an automatic video recording system, quizzes, assignments, etc. through chatting boxes, bulletin boards, and emails. The obtained data were analyzed into both qualitative descriptions and quantitative statistical measures. The results showed that interactions in the low and mid-level of higher-order thinking from both the linguistic and cognitive perspectives occurred similarly, and both amplifying and simplifying of scaffolding functions in NFTFOC were more frequently observed than those in FTFC. In addition, both NFTFOC and FTFC got better scores on the post-test. As development occurs in language learning, a longitudinal and in-depth analysis of the language learning processes is required in future studies.

This study explores how the shared reflections of two university instructors influenced their approaches and perspectives of English language teaching. The primary source of data was derived from the two teachers’ e-mail mediated, collaborative reflective journals and two dialogical interviews served as a secondary data source. A qualitative, narrative inquiry approach was employed to gather data in a direct and in-depth way. The data were selectively coded to investigate the teacher’s reported beliefs, behaviors, and interactions as well as how they relate to the process of professional development. The findings indicate that the process of sharing and reflecting upon their pedagogical philosophy and strategies supported their ongoing efforts to develop professionally. Moreover, this study addresses the notion that more attention should be paid towards improving reflective teaching among teachers as a means of enhancing professional development.

This study aims to investigate the interaction patterns between the teacher and students or among students themselves in a Korean elementary English classroom by analysing classroom talk and by focusing on the types of the teacher’s questions and feedback as well as the use of L1 and L2. This analysis is used to determine the influence of such interaction on the students’ communicative skills in English. A female teacher in Gyeonggi province and a 6th-grade class participated in the data collection. This study included data from video or audio recordings, interviews, field notes, self-assessments, and portfolios. The transcribed data were analysed using Tsui’s (1994) framework and Verplaetse’s (1995, 2000) coding system. The results of this analysis indicated that the interaction patterns varied between participants into three groups: teacher-initiated talk (e.g., T-S talk) vs students-initiated talk (e.g., S-T talk & S-S talk). At the beginning stage of lesson, the teacher-initiated talk made up the majority of talk in English, and facilitated the students’ involvement in classroom learning including their language use. In the S-S talk, the students were involved in interaction which occurred naturally without the teacher’s control.