In this paper, we introduce a new interpretive framework, which we call Bodymarking, to aid in describing and interpreting activity (e.g., individuals' gestures, gaze, and interaction with materials in the environment) in the classroom. We apply the framework to video recordings of mathematics lessons to explain how it can be used and offer some…

Background: Science teaching and learning, as discursive practices, occur through the utilization of various semiotic modes. Gestures play a pivotal role as an embodied mode that acts in conjunction with speech in oral communication settings, such as classrooms. Previous research on gestures in chemistry and science education has illuminated how…

This study explores the verbal engagement strategies that EFL instructors adopt when teaching English over Instagram. These instructors create videos where they teach English and share them on Instagram. Twenty-five highly engaging English teaching videos on Instagram were used as the data of this study. To discover the engagement strategies that…

Teaching practices that are responsive to student thinking are complex and challenging to learn, particularly for novice teachers. Skilled responsive teaching involves adaptive expertise, or the ability to deliberate about and respond to students' emergent ideas. This study explored the learning of early-career teachers through participation in a…

This study investigated the effects of two types of oral explanations (ie, self-explanation vs. instructional explanation) and drawing activity (no drawing vs. drawing) on video learning outcomes. These outcomes were measured by visual attention to the video (indexed by fixation time on text and diagram areas), explanation quality (indexed by…

We used a multiple-probe single-case research design to examine the effect of a professional development package that included real-time, technology-enhanced, and performance-based feedback and video analysis on three preschool teachers' use of naturalistic instruction targeting children's communication and child responses. We also measured the…

In this article, we use grounded practical theory to develop a practical theory for using "difficult data" in Language and Social Interaction university classes. "Difficult data" are transcribed, audio/video-recorded data that contain language and ideologies that could be offensive, bigoted, or otherwise disturbing. We provide…

"We love the fact she can learn through play, because she is learning but not realizing, and she does not feel pressurized to learn" (parent of a child with neurodiverse developmental disorders [NDD]). Engaging children with NDD in meaningful learning can be challenging, and that challenge is exacerbated when children are neither…

Language classroom interactions can be characterized as multimodal, since teachers may resort to a variety of resources provided by their body or by their immediate space in order to convey meaning, manage activities and assess pupils' performances. Furthermore, teachers' multimodal practices constitute an essential component for the…

Videoshadowing is a synchronous video-collaboration practice for learning foreign languages and cultures; it is related to the field of digital ethnography applied to the development of communicative competence. The study discusses this methodology's strengths as an interpretative and reflective approach; emic perception linguistic data are…

This article provides rich insights into the process of data generation for discourse analysis from three separate studies of the video recordings of a single science classroom in action. The central claim is that multimodal transcription can contribute to developments in discourse theory. A three-stage reflective heuristic is developed and used…

The current study examines the impact of teacher video presence on student performance and satisfaction in a regular asynchronous online course required as part of an undergraduate accounting program. For a sample of 115 students registered in the course, the results indicate that 'enhanced strategic' teacher video presence does not lead to better…

This study investigates the effectiveness of video-based learning compared to traditional text-based methods in distance education for software courses. The research was based on two samples of students (n[subscript 1] = 32, n[subscript 2] = 30) enrolled in the "Fundamentals of PSPP" distance course at the N.B. School of Design and…

Discussion boards are a common component of asynchronous online courses. While many teacher preparation courses utilize traditional text-based discussion boards, university faculty are increasingly designing innovative approaches to asynchronous online discussions. There is significant research regarding the effectiveness of varied discussion…

This study aimed to investigate the development of English as a Foreign Language (EFL) learners' speaking skills and intercultural communication skills through three intercultural speaking tasks in the form of video blog recordings. EFL learners (N = 13) enrolled in the English preparatory class voluntarily participated in the study. The learners…