Challenges of Providing Learners with Scaffolding during Synchronous Online EFL Teaching

This study employed Walsh’s (2006) concept of classroom interactional competence to investigate the interaction happening during synchronous online English language teaching. The data this is comprised 8 40-minute video recordings an EFL class at a state university’s preparatory program. belongs same group learners who were taught by instructor. classes held spring semester 2019-2020 Academic Year via ZOOM, free videoconferencing analysis focused on scaffolding moves teacher- specifically reformulation, extension and modelling moves- for two reasons. First, was abundant in terms teacher talk samples falling into category. Second, several attempts observed fail due technology-related problems. There evidence that lack body-language harmed dialogic nature teacher-learner reformulation could not bring about extended learner turns. Regarding unsuccessful modelling, it teacher’s failure use annotation tools hindered learners’ noticing teacher-modelling. As result, these findings have implications foreign teachers’ adaptation teaching also optimization be developed educational use.