Participatory Learning and Teacher Follow-up Moves – An Investigation of Business English Classes in Vietnam

This qualitative study, informed by sociocultural theory (Vygotsky, 1978), explores how classroom interaction effects learning potential. Specifically, it investigates the relationship between teacher follow-up moves and student learning opportunities in three business English classes at a Vietnamese university. By examining the functions and prospectiveness levels of teacher follow-up moves, the study provides a detailed analysis, interpretation and discussion of how different types of teacher follow-up moves and their respective levels of prospectiveness shape potentials and possibilities for student learning.