This paper investigated interaction patterns of L2 learners and their native speaker counterparts in EFL classrooms and proximal social settings. To this end, data were collected from an English cafe at a university (i.e., pseudo-natural setting) and from an English conversation class at a university (i.e., classroom setting). Data analysis focused on teachers" question types, feedback patterns, and learners" responses towards feedback. The analysis based on utterance frequency revealed that students displayed higher participation rate in the pseudo-natural settings. With regards to teacher questions, teachers used more referential questions than display questions in both settings. However, there were twice as many teachers" feedback in the pseudo-natural setting compared to the classroom setting, but the frequent feedback did not slow down the conversation and did not always lead to self-repair. In addition, students in two settings differed in terms of their preferences to feedback in different linguistic categories.