This study aimed at exploring the role of conversation analysis (CA)-informed instruction to enhance learners' use of repair strategies in various oral interaction situations. A CA design, which emerged from ethnomethodology, was employed where it was also used as a data collection procedure and data analyses technique. The participants of the study were first-year English language students at Bahir Dar University chosen through comprehensive sampling technique. Two phases of data collection were carried out: pre-intervention and post-intervention conversation analyses. Audio/video devices were used to record the oral productions of the participants. The purpose of the pre-intervention analyses of the recorded audio/video data was to identify the gaps in the oral interactions of the learners whereas the post-intervention conversation analyses were employed to see the qualitative changes exhibited as a result of the CA-informed instruction. The CA-informed instruction was conducted for four months to promote learners' knowledge and use of repair strategies. The results revealed that the CA-informed instruction improved learners' knowledge and use of repair strategies in oral interactions. Learners demonstrated better performances after they had received the CA-based treatment. Thus, based on the findings, CA-informed instruction is recommended for EFL teachers to enhance their learners' use of repair strategies in oral interactions.