The study is a qualitative case study that investigated the patterns of interactions among ESL students during their online interactions to complete their narrative essays. The study found that students were engaged in interactions related to language related assistance, using partner as a resource and providing encouragement as suggested by Golonka et al. (2017). Nevertheless, these interactions were only focused on aspect related to sentence fluency and word choice. Interactions related to organizations and ideas were minimal. The findings implied that the presence of a teacher is pertinent for students to construct knowledge in a more meaningful way in the virtual classrooms. A number of pedagogical implications were suggested in this study