Interaction is seen as an essential part of face-to-face English language classrooms. Teachers require specific competencies to effectively use interaction as a tool for mediating and assisting learning. These have been described, characterised and evaluated under the construct Classroom Interactional Competence (CIC), defined as ‘teachers’ and learners’ ability to use interaction as a tool for mediating and assisting learning’ (Walsh, 2013, 124). Adopting a sociocultural perspective on learning and using constructs from this theoretical perspective, I present a number of features of CIC and consider how an understanding of the construct can lead to more dialogic, engaged learning environments.

We’ll be looking at a number of data extracts to identify instances of CIC and evaluate its significance from both a teaching/learning and teacher education perspective. We’ll also consider the implications of this research for materials development, assessment and curriculum design. In the data, there are a number of ways in which CIC manifests itself. Firstly, and from a teacher’s perspective, a teacher who demonstrates CIC uses language which is both convergent to the pedagogic goal of the moment and which is appropriate to the learners. Secondly, CIC facilitates ‘space for learning’ (Walsh and Li, 2012), where learners are given adequate space to participate in the discourse, to contribute to the class conversation and to receive feedback on their contributions. Thirdly, CIC entails teachers being able to shape learner contributions by scaffolding, paraphrasing, re-iterating and so on.

Finally, based on an ongoing research project, the construct e-CIC is presented. The situation created by COVID-19 and the recent advancement in technologies have led to teachers conducting synchronous online lessons (SOLs) through video-conferencing software. The online environment is distinctly different from the face-to-face classroom and teachers require new and additional skills to effectively utilize interaction online in real time. In the present study, teachers were found to require three competencies: technological competencies, online environment management competencies, and online teacher interactional competencies, in addition to their CIC, or e-CIC. These findings provide greater insights into the needs of teachers working in synchronous online lessons (SOLs) and will be of interest to teachers, teacher educators and education developers.