The use of blogs in EFL learning and teaching has recently attracted a great deal of research attention. Previous research has demonstrated that blogs foster development of EFL skills. This study, which takes a sociocultural approach, focuses on EFL interaction. Specifically, the study aims to identify the interaction strategies that bloggers employ by exploring both teacher-initiated and studentinitiated interactions. An EFL undergraduate class at the University of Chile serves as the vantage point for discussion. Bloggers' posts and comments are thematically analysed for the purposes of this study. It is demonstrated that blogs promote EFL interaction, self-expression, self-evaluation, and a sense of language progress. The study may be of interest to educationists around the world who are interested in identifying how blogs can best be harnessed within foreign language education for the benefit of learners.

L esson observation has been used with pre-and in-service teachers to improve classroom practices. In addition, reflection and criticality can be developed when teachers use evidence from their lessons and engage in collaborative discussions. Therefore, it is essential for pre-service teachers to collect data from their practices and reflect upon them individually and as a part of a teaching community. Thus, classroom-based studies in which blended models promote reflective research skills based on pedagogical practices are needed. Bearing this in mind, the aim of our case study was to examine the development of reflective inquiry skills amongst pre-service teachers in an English language teaching programme in Chile. We implemented a blended model of face-to-face sessions and an online community to foster discussions about classroom related issues. The face-to-face interactions took place as part of the Applied Research (AR) in teaching English as a foreign language course. The pre-service teachers' videos from the Practicum I (PI) course were uploaded onto the Video Enhanced Observation (VEO) online portal where self, peer, and teacher observation occurred. Data were collected from a questionnaire, comments on the VEO platform and focus groups. Statistical analyses were carried out using R scripts and quantitative content analyses were conducted with word clouds.