Exploring Questioning Practices in Blended Synchronous Learning: Facilitating Assessment Conversations Through Linguistic and Cultural Perspectives in <scp>EFL</scp> Classrooms

ABSTRACT This study investigates the growing body of research on formative assessment (FA) in English as a foreign language (EFL) classrooms by examining questioning practices in blended synchronous learning environment (BSLE). The rationale for the study lies in addressing the critical need to understand how questioning practices in BSLE can serve as dynamic FA strategies, especially in linguistically and culturally diverse classrooms. Drawing on Heritage's GFIP framework (Gap, Feedback, Involvement, Progress) and the ESRU model (Eliciting, Student response, Recognition, Using information), this study integrates systemic functional linguistics (SFL), Pragmatics, and critical discourse analysis to investigate the pedagogical, linguistic, and discourse features of teacher questioning. Observations of three teachers' questioning practices and critical discourse analysis bring forth new ideas into an updated GFIP and an innovative EIDFR (Eliciting, Interpreting, Diagnosing, Feedback, Reflection) cycle, a more linguistically applicable and culturally responsive model in enabling questioning as a dynamic FA strategy. Results demonstrate a Dynamic Assessment Conversation Pattern that bridges static and dynamic FA practices through assessment conversations. The study specifically addresses critical gaps in understanding how linguistic and cultural considerations influence assessment conversations, providing actionable insights into effective teaching strategies for diverse classrooms.