Abstract
This study examined Interactional Pragmatic Strategies (IPSs) between a Filipino teacher and Thai students in a Thai university English language classroom. Using purposive sampling and a qualitative design, data were collected through classroom observation and semi-structured interviews. Discourse analysis was used for data interpretation and analysis. Findings revealed that both the teacher and students frequently employed a variety of IPSs to convey and clarify meaning, with repair, clarification, and repetition being the most common. Additionally, five context-specific strategies encouragement, modeling, reinforcement, scaffolding, and translanguaging, emerged, highlighting the dynamic nature of IPSs use in this EFL context. The teacher and students generally perceived IPSs positively, recognizing their value in supporting communication and language development. However, the teacher expressed concerns about the unconscious and possibly excessive use of certain strategies. Students noted that IPSs helped build confidence and overcome linguistic challenges, although rapid speech and anxiety remained barriers. A key limitation is the single classroom setting, which may affect generalizability. Practically, training in IPSs awareness and strategy application may benefit teachers, especially in multilingual classrooms. Pedagogically, the findings underscore the importance of inclusive communicative practices that embrace cultural and linguistic diversity, contributing to more effective and equitable language learning in EFL contexts.