We use conversation analysis to both qualitatively and quantitatively demonstrate that, in a specific action context, an answerer's gaze orientation at the end of their answer's first verbal turn-constructional unit (TCU) is one cooperating element of a multi-resource gestalt for managing the answer-turn's transition relevance. Specifically,…

This study examined how sequential patterns of social regulation types including self-regulated learning (SRL), co-regulated learning (CoRL), and socially shared regulation of learning (SSRL) emerge and interact during online collaborative learning (OCL), and how these patterns relate to different levels of social loafing. Interaction in…

How do people determine whether a conversation is good or bad? Do conversational phenomena (reaching common ground, striving to contribute equally, successful conversational closings) influence judgments of conversation quality and recall of conversations? We tested whether individuals reading previously transcribed conversations considered…

This article presents the results of a microanalysis of sequences when two or more deaf signers overlap. This contribution focuses on "cooperative overlap" - which consists of extended moments of turn-exchanges that move along the unfolding discourse while cohering interlocutors in relation to each other. This aspect of signed…

Although conversation openings and closings are ritualized speech acts (House & Kádár, 2023), they do require interactional work (Schegloff, 1986). Thus, they are important elements of interactional competence (Roever, 2022) and have been studied extensively in L2 interactions, including various types of technology-mediated communication…

Quality dialogue and interactions in the classroom are crucial for creating effective learning environments and reducing inequalities from an early age. Dialogic reading interventions are known to be beneficial in early childhood education, but there is still much to learn about creating the most conducive interactions in the classroom. This…

While several studies support the appropriateness of tasks delivered through Spoken Dialog Systems (SDSs) for L2 oral communication assessment, few studies have explored the construct of interactional competence (IC) as measured by such tasks. This study aims to address this gap in the literature by investigating the use of IC features by high-…

Racialized descriptions are a constant practice in our societies and a fundamental aspect of racial discourses. This paper uses conversation analytic tools within a Foucauldian perspective on discourse to investigate how discourses of race are (re)produced, and consequently navigated, in talk-in-interaction among speakers of Chinese. Four…

In this study, we examined how preschool students with language delays engaged in interactive dialogue during regular circle time and dramatic inquiry activities. Using frequency recording of three preschool students' linguistic engagement and multimodal analysis of classroom video data, this article explores how these students produced social,…

Dominant deficit-focused discourses of autism have supported the use of specialised practices within education. This is despite the fact that recent micro-level research provides evidence of overlooked interactional competence in autistic children and problematises the idea of their unavailability to ordinary teaching methods. The aim of this…

Online inquiry, or using the Internet to generate questions and then search for, analyse, and synthesise information about these questions, is an essential part of digital literacy. However, processes involved in online inquiry are substantially complex. Prior research suggests that digital platforms can scaffold online inquiry processes.…

Classroom talk or verbal exchanges during lesson time play a central role in students' disciplinary understanding and intellectual development. It greatly influences not only what students learn but also how they learn it. Despite this, teachers can be unaware of teacher-student talk patterns and functions; thus, what is uttered during class time…

Children with a history of developmental language disorder (DLD) entering school are a challenge for classroom teachers. Teachers are often not very familiar with DLD, and language difficulties in school age children are often not obvious in context-supported everyday language. However, their language is still vulnerable. The teachers' way of…

Anecdotal evidence suggests that participants in conversation can sometimes act as a coalition. This implies a level of conversational organization in which groups of individuals form a coherent unit. This paper investigates the implications of this phenomenon for psycholinguistic and semantic models of shared context in dialog. We present a…

This chapter introduces an interactional graphic tool together with a model for "inquiry-based science teaching" (abbreviated as IBST). The combination of the graphic tool and model offers an approach to support the planning, implementation, reflection and analysis of dialogic IBST. The potential use is illustrated here using a case…