This book presents original research on language teacher education (LTE) activities in
digital spaces, making use of a multimodal Conversation Analysis (CA) approach to …

This article presents a case study of a student-teacher's change in classroom interactional
practices as she engages in video-enhanced reflections and collaborative feedback …

During teacher-centred classroom interaction, teachers often fail to solicit volunteer turn-
takers. Even if students display their unwillingness to take a turn at the moment, teachers …

This study reports on the little-examined relationship of mitigation, smiling, and oral
corrective feedback (ie, error correction) in language classrooms. Oral corrective feedback …

Evidence from usage‐based studies of second language (L2) acquisition reveals that a
main source of L2 learners' developing grammars is the L2 input to which learners are …

Using multimodal conversation analysis, this study closely examines moments when an
instructor's embodied explanations elicit laughter from his students–which we refer to as …

Dialogue-based computer-assisted language learning (CALL) concerns the application and
analysis of automated systems that engage with a language learner through dialogue …

Teachers use “kinetically-held” questions by freezing representational gestures and holding
them during Initiation-Response-Evaluation/Feedback (IRE/F) sequences in whole-class …

Instructional environments, including traditional classrooms, one-on-one teacher-student
meetings, and writing centers, are complex learning spaces composed of multiple social …

This article compares the sequential position, action, and design of teasing sequences in
classroom and mundane interaction. This collection of teases comes from a university …