Within the communicative language teaching approach, current instructional materials often lack explicit guidance or fail to provide L2 learners with a wide range of resources in the target language. Conversation analysis (CA), which focuses on authentic talk, has been proposed as a potential resource for language classrooms. This study examines…

This exploratory study focuses on changes in the accomplishment of requests by an adult English as an additional language speaker/ learner interacting on WhatsApp for nine months. The analysis follows a microanalytic approach to digital interaction informed by recent developments within longitudinal conversation analysis. It unpacks the array of…

The benefits of task-based interaction in Second Language Learning (SLL) have been made increasingly evident in the literature. However, unlike adult studies, only recently has interaction research on EFL children grown in popularity. Most children-based research has focused primarily on Negotiation of Meaning, while other age-related aspects,…

The present article compares the use of the discourse marker so between English-dominant speakers and English language learners through an analysis of 20 one-on-one audio-recorded sessions with 10 English-dominant speakers and 10 English language learners. While employment of the discourse marker by both speaker groups was found to be discrepant,…

Delving into the linguistic performance of EFL learners with varying linguistic backgrounds and potentials appears to be of huge significance, particularly in EFL classrooms. The knowledge of the potential variations between monolingual and bilingual EFL learners might help teachers better meet the needs of these learners, for instance through…