Some problematic interactions have been heavily investigated in CMC literature, especially the use of communication strategy in problem-free nonnative online classroom interaction. In adjoining to the current discussion, this article reports the results of an exploratory study investigating multi-turn exchanges in quasi-synchronous written communication for Indonesian online learning. The task-based interaction among 45 university learners and teacher of English as Foreign Language (EFL) classroom were analyzed. The result showed that there are 3 types of multi-turn exchanges in quasi-synchronous classroom used as the classroom interaction strategy; teacher-learners (T-Ls), learner-learners (L-Ls) and learner-teacher-learners (L-T-Ls). Several factors were identified as potential reasons for the variation of the turn such as, the nature of communication strategies, the nature of the medium type, intra-/interpersonal factors and task design. The data also indicated factors that closely related to low interaction in written communication activity more likely in the computer-mediated communication. The implications of this finding for future research and for Indonesian EFL online classroom in higher level education teaching methodologies are addressed in the conclusion.

Keywords: multi-turn, exchange, online learning, CMC