This paper examines multiple-response sequences (MRSs), occurring in adult Korean TESOL classrooms, to show the responses produced by students in the language classroom are not always confined within the boundaries of a single response, but are likely to be seen as mutually orienting to, and collaborating to produce a comprehensible outcome to the sequence. To analyse and consider what types of multiple response (MR) can be identified, and how the different types occur within those MRSs, this study adopts Conversation Analysis principles. By using conversation analytic perspectives, this study identifies four major types of MR (identical, complementary, collaborative and competitive). (Contains 3 endnotes.)