Table 2 Teacher–student interactions and examples of sequence.

From: Strategic questioning for formative assessment in TEFL: insights from blended synchronous learning environments

Teacher

Observation

Conversation analysis

Features of classroom interaction

Strategies

Sequence for improved formative assessments

Pedagogical implications

Susan

1) Questions used in feedback

2) Evaluating the quality of the answer and reflecting on a highly appropriate answer

3) Co-construct active educational and discourse patterns

1) GFIP elements are seen in both lessons of teacher participants

2) ESRU cycle was presented

3) Extended questions to realize progress as P in GFIP and as evidence for Use of information as U in ESRU

Excerpt 1

1) IRFF/ESR

2) Questions for interpretation and facilitation of formative assessments

3) Question to evaluate the misconducted part

Linguistically managed feedback

Jenny

1) Extended questions as feedback

2) Group discussions for feedback-initiated assessment

3) Corporation instead of competition

Excerpt 2

1) Ice-breaking

2) Emotion-care communication

3) Cultural considerations

Employ questions as a means of assessment to Chinese EFL students in scaffolding provision for ZPD

Excerpt 3

1) ESRU/IRF/EF

2) IRF/E is not

perfectly realized

1) Identifying the gap of cognitive understandings

2) Simple syntax effectively comprehend the complexities of questions

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