The present study analyzed the use of conversation analysis (CA) in online interaction. The aim of the study is to describe the patterns of turn taking, repair, and the adjacency pairs in the online conversation. Employing a qualitative research methodology, data were taken from an online conversation about how to learn English, taking place in…

This study explores uses of the quote-and-reply (Q&R) function in WeChat through conversation analysis. Analyzing 7 naturally occurring chat samples, the research identifies 3 primary interactional practices: sequence-jumping, which enables responses to non-adjacent turns across temporal gaps; response facilitation, where quotes are…

This study explores the opening sequences of Mandarin text messages on WeChat, focusing on the role of the phrase "zaima," meaning "are you there?" in English, in digital communication. While conversation openings have been widely studied in face-to-face and telephonic interactions, research on text message openings, especially…

This study investigates the interactional functions of the "Slightly Smiling Face" (SSF) emoji in Chinese WeChat conversations through the lens of Conversation Analysis (CA). Drawing on 50 naturally occurring chat excerpts involving 12 participants across various relationship types, the study identifies three core uses of the SSF emoji:…

Few studies have considered the micro-analysis of written laughter in the digital world in its sequential context (beyond frequency and distribution). The present study fills this gap by examining "transcribed" laughter "[Chinese symbols omitted](haha)" in Chinese conversations on WeChat from a conversation analytic…

Computer-supported collaborative argumentation is an online activity that can engage students in deep discussion and analysis of complex problems. Given the potentially confrontational nature of argumentation, using polite language becomes a strategic approach to prevent breakdowns in group communication and nurture productive dialogues. This…

This study qualitatively develops further understandings regarding knowledge and identity construction within computer-supported collaborative learning (CSCL) research by applying discourse analysis and the dialogical self theory (DST) to investigate the role of interpersonal and intrapersonal voices in facilitating knowledge construction. We…

In this paper, we investigate how highly ranked business schools construct their legitimacy claims by analysing their online organisational communication. We argue that in the case of higher education institutions in general, and business schools in particular, the discursive formation of these legitimacy claims is strongly connected to the…

This study explores the discursive practices the researcher utilizes during recurring asynchronous writing consultations to engender mutually adjusted and context-driven interactions meaningful to writers' development during virtual tutoring. While earlier studies have critiqued asynchronous tutoring for its inability to efficiently promote the…

Sixty-one junior high school students in Japan participated twice in an online English group conversation lesson. At the first half of a session, each student gave an individual presentation to a Filipino instructor and the other group members. At the second half of the session, they conducted discussions, where the instructor, as the facilitator,…

Computer-supported collaborative argumentation is an online activity that can engage students in deep discussion and analysis of complex problems. Given the potentially confrontational nature of argumentation, using polite language becomes a strategic approach to prevent breakdowns in group communication and nurture productive dialogues. This…

This study explores digital competence education by looking into how discourse in a typical digital competence framework for educators may or may not promote democracy in the way it features information and communication technology (ICT). The authors examined the Norwegian "Professional Digital Competence Framework for Teachers," which…

To successfully interact in a new language, learners must effectively take turns and manage the floor. Expectations and rules for turn-taking can differ between languages, making this more than a question of grammatical proficiency and vocabulary acquisition. In addition, the increased use of videoconferencing software in education and beyond…

Intersubjectivity is the representation of knowledge construction achieved through a synergistic progression from individual contributions to sequences of interdependent contributions. Repair is a conversational strategy that consists of sequences of interaction contributing to the development of intersubjectivity thereby establishing mutual…

Educational researchers have pointed to socioemotional dimensions of learning as important in gaining a more nuanced description of student engagement and learning. However, to date, research focused on the analysis of emotions has been narrow in its focus, centering on affect and sentiment analysis in isolation while neglecting how emotions…