A conversation analytic study of online video-mediated L2 classrooms : the affordances of audioactivation/deactivation features in interaction management

Abstract

Recent years have witnessed a rapid growth in using videoconferencing in L2 classrooms and managing interaction in these classrooms requires participants to create novel practices to ensure its success. Such a rapid growth warrants a close examination of individuals’ practices to manage these interactions in these classrooms. A review of the literature reveals the need for more work to investigate the management of talk-in-interaction in online computermediated-communication (Jenks, 2014), the use of the technology mediums’ affordances to organise social interaction (Arminen et al., 2016); and what teachers do in online, synchronous, video-mediated classrooms (Moorhouse et al., 2022). Against this background, the current study investigates the teachers’ and learners’ use of audio activation/deactivation features to manage turn-taking and repair in small-group online synchronous video-mediated L2 speaking classes. Using conversation analysis, this study examines 32 hours of screenrecorded L2 speaking classes on Zoom. The analysis shows how the on-mute learners project self-selection for the next turn using the audio activation feature. In addition, the analysis reveals the on-mute learners’ fine coordination of their audio activation/deactivation with the ongoing talk. The analysis also demonstrates the participants’ maintenance of boundaries between their physical space and the Zoom room using the audio activation/deactivation features. Moreover, it demonstrates how the participants employ audio activation/deactivation features to repair or pre-empt trouble caused by interference from background noises and to maintain the progressivity of the class activities. Based on these findings, it can be said that the teachers’ and learners’ use of the audio activation/deactivation features has a reflexive relationship with the management of turn taking and repair in L2 video-mediated classroom interaction. The study contributes to the knowledge of using audio activation/deactivation features to manage interaction in online synchronous video-mediated L2 speaking classrooms. Broadly, the study adds to the growing field of analysing the organisation of social interaction in online, synchronous video-mediated classrooms. Furthermore, it adds to the knowledge relating to the competencies that teachers and learners require for successful interaction in video-mediated classrooms.