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Abstract This research covers the differences in some of the interactional competence components, such as topic management, turn management, non-verbal behavior, breakdown repair, and interactive listening, among Iraqi elementary and advanced EFL learners. In relation to both the face-to-face and virtual environments, this article tries to divulge how the said competencies of these learners change with task types—opinion exchange and jigsaw tasks—and educational setting. A mixed-methods design was used to collect quantitative and qualitative data through recordings in both learning environments. Statistical comparison showed that there were significant differences between the interactional competence components for elementary and advanced learners across the two environments. Particularly, advanced learners took turns more efficiently and listened interactively more successfully in face-to-face than in virtual settings; elementary learners struggled to manage topics in virtual compared to face-to-face settings. These findings have implications for EFL pedagogy, particularly in the area of improving virtual learning environments for interactional competence development. The discussion addresses some implications related to instructional design, pedagogical practices, and language assessment in EFL contexts. A mixed-methods design was used to collect quantitative and qualitative data through recordings in both learning environments. Statistical comparison showed that there were significant differences between the interactional competence components for elementary and advanced learners across the two environments. Particularly, advanced learners took turns more efficiently and listened interactively more successfully in face-to-face than in virtual settings; elementary learners struggled to manage topics in virtual compared to face-to-face settings. These findings have implications for EFL pedagogy, particularly in the area of improving virtual learning environments for interactional competence development. The discussion addresses some implications related to instructional design, pedagogical practices, and language assessment in EFL contexts.

Reading comprehension is a fundamental skill for language learners, yet EFL students often encounter obstacles in developing this ability. Grounded in the sociocultural theory, the current study explored the impact of teacher interactional scaffolding and peer collaborative scaffolding on the reading comprehension of Iranian EFL learners in a blended learning context. A mixed-methods approach was employed, incorporating quantitative analysis of pre-and post-reading comprehension tests as well as qualitative examination of semi-structured interviews. The findings revealed that both teacher interactional scaffolding and peer collaborative scaffolding significantly enhanced learners' reading comprehension. However, no statistically significant difference was found between the two scaffolding approaches. Qualitative data analysis uncovered EFL learners' positive attitudes toward both forms of scaffolding, citing the dynamic support, collaborative problem-solving, and development of metacognitive skills as key benefits. The study underscores the pivotal role of scaffolding in facilitating EFL reading comprehension, with teacher interactional and peer collaborative scaffolding serving as complementary pedagogical strategies. Implications of this research include the need for EFL instructors to incorporate a judicious blend of teacher-led and peer-mediated scaffolding techniques to optimize learners' reading comprehension development. Additionally, the study highlights the adaptability of scaffolding approaches to blended learning environments, where the interactions between teachers, peers, and learners may necessitate innovative scaffolding implementations. This research contributes to the growing body of literature on the efficacy of sociocultural learning principles in enhancing EFL reading comprehension.