Current research on the in-class discursive realities in English as a Medium of Instruction (EMI) classrooms has been mostly restricted to whole class scenarios, whereas student-student interactive discourse in task-based activities is largely ignored. This study explores peer interactions among university students in an EMI marketing course in…

I report the results of an analysis of an episode of elementary school second language mathematics classroom talk focused on the classification of geometric forms, drawing on a dialogic, sources of meaning perspective. The episode was selected because participants make use of a variety of features of language, including vocabulary, gestures and…

It is commonly agreed that learner target language output and spoken interaction are essential to communicative language learning. This video-based classroom observation study of five lower secondary schools in Norway investigated how second language (L2) English and third language (L3) French teachers responded to their students when they spoke…

This article explores the use of conversation analysis (CA)-informed speaking task design to develop second language (L2) learners' interactional repertoires in L2 classrooms. The study draws on the voices of teachers and Japanese learners of English as a foreign language (EFL) who encountered difficulties or dilemmas in L2 interaction due to…

Based on interaction recorded in EFL classrooms, this study uses Conversation Analysis to document the post-first deployment of an absurd candidate formulation (ACF) to pursue recipient response at points of interactional delay. ACFs are a form of correction-invitation device in which the question initiator proffers a candidate response that is…

Portuguese language students in the United States typically also speak Spanish, and Portuguese programs, influenced by ideologies of linguistic purism, ceaselessly battle against its interference. This article describes a qualitative study of the treatment of Spanish utterances--called "taquitos" by participants--in a beginner-level…

This article emphasizes the importance of embracing and mobilizing students' linguistic practices, particularly in bilingual settings. The authors reflect on their experiences as bilingual teachers, initially correcting students' use of regional Spanish variations and translanguaging (mixing English and Spanish). However, through advanced studies,…

Interactional modification is important in SLA research because it involves correcting problematic L2 use. However, not all modifications will lead to pedagogical changes. Participants in conversational interactions are not always oriented to linguistic forms or functions. One way to address this dilemma is to examine the process by which…

This study aimed to evaluate whether or not students engage in self-help behavior when they encounter difficulties during their presentations. The participants were second year EFL college trainees; the data were obtained from their classroom presentations. The audio recorded data has been transcribed, coded, and categorized into quantitative and…

Pragmatic markers perform important communicative functions, but they can be difficult to learn in a second language because of their multifunctionality and lack of salience during communicative events. This study has two goals: (1) to describe the communicative functions of the pragmatic marker "I mean" in academic discourse; and (2) to…

This article argues for a reconceptualization of the concept of "corrective feedback" for the investigation of correction practices in everyday second language (L2) interaction ("in the wild"). Expanding the dataset for L2 research as suggested by Firth and Wagner (1997) to include interactions from the wild has consequences…

This study aims to explore the impact of oral corrective feedback types on English as a foreign language (EFL) learners' willingness to communicate across proficiency levels. It also investigates how EFL learners view different types of feedback in relation to their willingness to communicate. Sixty Iranian EFL learners were tracked in four…

This article reports the results of a study involving the Conversation Analysis (CA) of self-initiated self-repair structures in classroom conversations. The study aimed to cast light on self-initiated repairs practiced by advanced EFL learners. The data were collected in 2018. Forty proficient EFL students participated in the study. 72 hours of…

Drawing on videotaped recordings from an Adult ESL class, this conversation-analytic paper examines how an experienced teacher responds to learner-initiated tellings of personal experiences while addressing the institutional goals of the language classroom. Specifically, I show three practices which enable the teacher to address institutional…

Team-teaching creates an opportunity for teacher collaborative learning. Teachers of English as Foreign Language (EFL) working in individual teaching contexts need to make a transition to team-teaching to successfully fulfill their roles as team teachers. However, teacher transition from individual to team-teaching is underexplored and there is an…