Akademik Veri Yönetim Sistemi
Video-Mediated L2 Interaction: Conversation Analytic Research, Taylor & Francis Ltd, ss.161-182, 2026
There has been a growing interest in investigating video-mediated interactional resources in various domains, including second/additional/foreign language (L2) teacher education settings. This study sets out to explore the interactional trajectories of multiparty video-mediated pre-service teacher meetings that feature the participants’ collaborative work on analyzing video clips taken from L2 classrooms. Using multimodal Conversation Analysis to examine 10 hours of screen-recorded small-group video-mediated meetings, we show how pre-service teachers interactionally manage analyzing the video clips by using the affordances of the videoconferencing tool, Microsoft Teams. More specifically, we focus on how the participants share the focal video clip and its transcript on the screen and how this shapes the overall meeting framework while also providing interactional opportunities to the pre-service teachers to collaboratively analyze the video clip. In so doing, we describe how the participants orient to the shared screen and socially accomplish recruiting and providing assistance for the visibility of the clips (i.e., solicited and unsolicited assistance for the visibility). We also show how the participants enhance the visibility of the video clips in their own extended turns for facilitating the ongoing analyses in situ in a minutely coordinated fashion. The findings bring new insights into video-mediated L2 interaction and language teacher education practices informed by multimodal CA.