VietTESOL International Convention 2026

Interaction plays a crucial role in classrooms regardless of the teaching modality. In the current context of online language education, particularly synchronous online teaching, organizing interactive activities becomes even more critical. However, limited research has explored how language teachers in higher education settings structure and implement interaction during synchronous online sessions. The present study investigated the practice of ten tertiary EFL teachers at a public university in Vietnam. The main focus is specifically on how they organize interaction in their synchronous online classes. Data were collected through semi-structured interviews and observations of Zoom classes. The study employed Moore’s three types of interaction as a theoretical framework. Findings reveal that although all three forms of interaction were represented, their implementation was uneven across the sessions. Student-teacher interaction was recognized as the most commonly and consistently implemented; in contrast, student-student and student-content interactions were less frequently incorporated into classroom activities. Interviewees also acknowledged various challenges in facilitating student-student and student-content interactions. They also expressed the need for additional training in organizing different types of interactions to enhance online EFL teaching practices in the digital age. The study offers implications for teachers, managers, and policymakers in navigating online language education.