VietTESOL International Convention 2026

In recent years, the popularity of online teaching has risen dramatically, across the globe, including in Vietnam. While numerous studies have examined interaction patterns in either online or face-to-face settings, few have compared how the same teachers conduct their teaching activities across both modes. Consequently, the present study investigated how EFL teachers at a Vietnamese public university organized interactions in their synchronous online and face-to-face classes, aiming to identify similarities and differences between the two modes. To accomplish this, a qualitative case study research design was employed, with data collected over approximately six months through class observations and semi-structured interviews with 10 EFL teachers. All data were systematically analyzed using NVivo 12 software to identify key themes in interaction organization across teaching modes. The findings revealed that while three major types of interactions (student-content, student-teacher, and student-student) could be found in both teaching modes, there were notable differences in student-student interactions. Teachers also highlighted difficulties in managing student-content and student-student interactions during online teaching. However, most teachers agreed that three types of interactions should be equally emphasized in both teaching modes. Based on these insights, the study concludes with practical recommendations for improving interaction in online and offline EFL teaching.