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This article addresses classroom interactional competence in the context of real-time synchronous classes, using learning platforms, at the university level. In this modality, it is important to know if the objectives of the classes proposed for in-person classes are met, specifically those related to the facilitation of teacher-student communication, negotiation of meanings, and learning of formulaic language and routines. This is critical for a better understanding of the dynamics of the virtual English classroom from the students´ side since there are doubts regarding the quality of the virtual versions compared to in-person classes. For this study, a sample of 100 university students from the School of English was used, to whom a 10-question survey with a Likert scale was applied. The results reveal awareness of the classroom dynamics and aspects of communication necessary for positive and constructive communication in the English classroom in the student population. The implications indicate the possibility of analyzing virtual classroom discourse through transcriptions of what was expressed and discussed in the session. Likewise, the collection and study of transcriptions would allow future comparative studies with respect to face-to-face classes. These results would help to argue with evidence for or against virtual English classes for students of the specialty at the University of Panama.
