This paper proposes a process model of reflective practice for second language teachers, designed to facilitate a closer understanding of language use and interactive decision-making. The L2 classroom is portrayed as a dynamic and complex series of inter-related contexts, in which interaction is central to teaching and learning. An understanding of the interactional organisation of the L2 classroom is achieved through the use of SETT (Self-Evaluation of Teacher Talk) procedures, supported by reflection and dialogue. Naturalistic research methods are used to gain insights into the emerging understanding and interactional competence of a small group of university EFL teachers. These methods are derived, in the first instance, from an institutional discourse conversational analysis methodology; secondly, from action research; thirdly from a sociocultural research perspective. Through a process of guided self-discovery involving dialogue and inquiry teachers are given an opportunity to see their classroom worlds differently, by studying the relationship between institutional goals, as teaching objectives, and the language used to realise those goals. In short, this process of consciousness-raising is designed to redirect teachers' attention away from materials-or methodology-based decisions towards decisions based on interactional choice. (Contains 2 tables and 1 note.)