Using Conversation Analysis, this article explores the ways in which teasing is employed as an interactional tool to respond to learner-initiated departures in videotaped adult English as Foreign Language classrooms. The analysis focuses on the moments of classroom interaction where student contributions and behaviours initiate shifts from the…

Prior research on classroom interaction has investigated how the teacher's feedback turn following students' responses can be used to transform students' turns into academic expressions during whole class discussions. Nevertheless, more empirical studies are needed to explore how teachers' translanguaging practices can play a role in shaping…

Much empirical research on textbook analysis has been undertaken. However, little evidence with regard to the adoption of SLA findings in the textbook analysis was reported, particularly for the Indonesian EFL textbooks. To fill this void, this study aimed at analyzing a textbook endorsed by the Indonesian Ministry of Education and Culture,…

For many language learners, listening represents a major source of anguish, with apparent success in the confines of the classroom failing to be mirrored in the ordinary interactions of daily life. One contributing factor may be the continued reliance on listening texts and activities that position the learner as a bystander rather than a…

This study aims to investigate the interactional organization of English teachers' acknowledgment followed by type-specific questions. Shaping learners' contributions via acknowledgment and type-specific questions is argued to be a part of Classroom Interactional Competence as the 5th skill in language teaching. Hence, this two-step move is…

Research has provided evidence in support of the importance of the predictive effect of the willingness to communicate (WTC) on interactions in the classroom and shed light on the predictive sources of WTC. However, few studies have investigated learners' perceptions of classroom interaction in the target language (L2 PCI), and few have considered…

Using positioning theory as a framework, this study examined two adult learners' participatory opportunities in small group interactions when they were learning English as a second language in an American university. The study finds that control over access to participatory opportunities mainly lies in how learners manage to position themselves…

This paper of a literature review presents the construct of interactional identities as part of the study of classroom interaction in English language teaching education. The paper defines interactional identities in the field of English language teaching. By listing studies on the matter, the relationship of this construct with classroom…

In this Teaching Tips article, we discuss our efforts to create and utilize translanguaging interactive read-aloud videos as part of a community-wide reading program focused on the reading and discussing of a shared book. Offering translanguaging spaces for bilingual readers in area elementary classrooms and the community, these videos were…

Conversation analysis (CA) has exerted influence both on second language (L2) classroom pedagogy (e.g., Barraja-Rohan A, Pritchard R, Beyond talk: a course in communication and conversation skills for intermediate adult learners of English. Western Metropolitan Institute of TAFE, Melbourne, 1997; Wong J, Waring HZ, Conversation analysis and second…

The COVID-19 pandemic required that people make rapid changes in their lifestyles. Since the beginning of the pandemic, it was necessary for teachers and learners to adapt teaching and learning practices to a remote mode. Following this, our study seeks to contribute to the field of English as a foreign language (EFL) teaching and learning by…

Utilizing Conversation Analysis, this study examined classroom interactions to identify strategies secondary school teachers used to elicit EFL learners' talk in four micro-pedagogical contexts. How strategies were used, and the challenges teachers faced were also explored. Four Thai teachers of English participated in the study, and approximately…

While discourse studies have uncovered regular structural patterns in classroom interactions, these patterns are often the result of interpretive decisions teachers make in performing various pedagogical actions. Notably, however, teachers' instructional decisions often stretch beyond topical boundaries and are thus not limited to the current…

This chapter examines video-recorded peer interactions in one primary Content and Language Integrated Learning (CLIL) maths classroom in Barcelona (Spain) from the perspective of facework (Goffman E, Interaction ritual: essays on face-to-face behaviour. Penguin, Harmondsworth, 1967). It aims to identify and describe how participants establish and…

Recently there has been a growing number of interests in classroom research primarily focusing on interaction and language learning as these two issues are considered to be essential components in communicative language teaching which is widely practiced today. This current study was aimed to find out the classroom interaction situation and…