Volume 17, Issue 3 of Classroom Discourse

Although a growing body of classroom research has demonstrated how teachers use gestures to facilitate students’ comprehension in both language learning contexts and other subject domains, few stud...

Using multimodal conversation analysis, the present study investigates what interactional accomplishments result from ‘dynamic camera manipulations’ that participants employ in video-mediated educa...

Originally proposed for inclusive education, coteaching has gradually broadened to other areas, including Content and Language Integrated Learning (CLIL). Prior research indicates that CLIL content...

This study investigates how engagement-oriented metadiscourse, operationalised through engagement markers, shapes lead-in interactions in Chinese EFL classrooms. Although metadiscourse has been wid...

Although demonstration writing is typically treated as a teacher-led instructional practice, this study examines how first-grade students initiated spontaneous talk during writing mini-lessons and ...

There is ample research on ‘disagreement’ in conversation analysis (CA) in diverse contexts and cultures. However, the literature on sources of disagreement is scarce. Moreover, little is known abo...

Drawing on approximately 13 hours of video-recorded interactions among second language (L2) Chinese speakers participating in conversation tables in China, this study investigates how participants ...

Language education institutions world-wide regularly use Oral Placement Tests (OPTs) to diagnose test-takers’ second language (L2) accuracy and fluency to place them in the most appropriate class. ...

Research on grammar pedagogy has shed much light on the effectiveness of different types of instruction (e.g. explicit vs. implicit, focus on form vs. focus on forms, etc.), but how grammar is expl...

This exploratory study examines how content and language teachers conceptualise the cognitive discourse function (CDF) define, and presents the scaffolding strategies they propose to overcome poten...

This study explores the influence of classroom positioning practices on learner participation and their access to learning opportunities in an English as a Foreign Language (EFL) setting. Drawing o...

This study investigates how oral storytelling in history classrooms can foster historical understanding by engaging students both emotionally and analytically. Drawing on classroom observations and...

This study investigates how a group of three fifth-grade students – one autistic and two non-autistic – collaboratively create a fictional story through proposals and joint decisions. The video-rec...

With the growing body of sign language research across linguistic fields, there remains a sizeable gap in the area of cross-modality sign language instruction, particularly in the field of conversa...

Published in Language and Education (Ahead of Print, 2025)

This study investigates how teachers use designedly incomplete utterances (DIUs) and other multimodal resources to pursue student responses to their questions to accomplish particular pedagogical t...

This study explores oral interaction in work-related activities within adult second-language (L2) education in Sweden, specifically in the context of Swedish for Immigrants (SFI). Drawing on data f...

This paper presents a study conducted in an Italian primary school involving 21 students exposed to multilingual pedagogies for 5 years. The multilingual class represents nine languages in addition...

Published in Classroom Discourse (Ahead of Print, 2025)

Over the past decade, a growing effort has been made toward the practical application of findings and insights from Conversation Analysis (CA) in second language (L2) teaching, with the goal of bet...

In the classroom, teacher-student interaction has a vital role in learning. Interaction is constructed by interpersonal communication consisting of verbal and non-verbal communication. When analysi...

This study uses multimodal conversation analysis to examine the influence of learning materials on a second language classroom task interaction. The data comes from tasks where beginner-level adult...

This volume brings together studies that document practice-based changes in which conversation analysis plays a role.

This paper investigates 15 elementary aged children’s self-positioning in writing. To this purpose, we examine how children perceive and represent themselves through their engagement with writing r...

A defining feature of project-based English-as-a-foreign-language (EFL) classrooms is teachers’ routine circulation between desks to answer students’ …

Analyzing educational interactions: exploring the methodological breadth. Volume 16, Issue 2 of Classroom Discourse

In this paper, I investigate a group of student-teachers’ insights into an artificial intelligence (AI)-powered automatic question-detection tool designed for reflective practice: Question Bot (QBo...

In task-based language teaching methodology, one way to familiarise learners with the upcoming task is through question-and-answer sequences that target task-relevant topics. In such instances, lea...

This paper contributes to the scholarship on the neoliberalisation of higher education by examining how classroom discourse shapes neoliberal subjectivities. Drawing on Foucault’s concept of govern...

This study investigates the role of laughter in video-recorded interactions between instructors and students during post-simulation debriefing in maritime education, focusing on how the sensitive n...

Given the important role of oral corrective feedback (OCF) in language-learning classrooms, understanding its application in specific contexts is crucial for improving pedagogical practices. The no...

The identification of the recurrent patterns of interaction is a window to understanding the patterning of social behaviour, and as such, it is the target of many quantitative and qualitative analy...

Previous conversation analytic (CA) studies have explored how affiliation is created in L2 classrooms. This study adds to the research by documenting the opportunities for creating affiliative mome...

The aim of this study was to compare different collaborative (spontaneous and structured) story writing practices in a sample of 50 sixth graders students (11–12 years old). For the spontaneous syn...

Topic management is under-explored in language learning, teaching and testing settings. It may pose particular challenges in online intercultural exchanges (OIE) or virtual exchange (VE) because of...

Multimodal interactions that incorporate technology use can support rich new forms of educational dialogue that highlight differences between participants’ perspectives and make reasoning processes...