Cagri Ozkose-BiyikCarla MeskillOzkose-Biyik, CagriMeskill, Carla2025-10-0620150039-83221545-724910.1002/tesq.2052-s2.0-84955476317http://dx.doi.org/10.1002/tesq.205https://gcris.yasar.edu.tr/handle/123456789/7000https://doi.org/10.1002/tesq.205Classroom observation studies suggest that the teacher-calculus is complex and sensitive to learner behaviors. In language education this becomes particularly important due to strong emphasis on productive interpersonal interaction. This study set out to understand what constitutes positive learning behaviors in an EFL context. The construct of learner reciprocity (Feuerstein Feuerstein Falik & Rand 2002, Lidz 1991, Poehner 2008, van der Aalsvoort & Lidz 2002) was employed in analyzing classroom interview focus group and research journal data amassed over a 2.5-month period. Two focal students one more reciprocal case and one less reciprocal case provided contrasting data sets that exemplify the presence and absence of learner reciprocity. Contrasting illustrations of learner reciprocity in action as a component of understanding language teaching and learning are presented and discussed.Englishinfo:eu-repo/semantics/closedAccessArticle