Multimodal (inter)action analysis of task instructions in language teaching via videoconferencing: A case study

Abstract Online language teaching is gaining momentum worldwide and an expanding body of research analyses online pedagogical interactions. However, few studies have explored experienced teachers’ practices in videoconferencing particularly while giving instructions, which are key to success task-based (Markee, 2015). Adopting multimodal (inter)action analysis (Norris, 2004, 2019) investigate the construction instructions a single case study, we examine instruction-giving as social practice demonstrated specific site engagement (a synchronous lesson recorded for purposes). Drawing on higher-level actions (instruction-giving fragments) identified elsewhere (Satar & Wigham, 2020), this paper analyse lower-level (modes) that comprise these actions, specifically focusing print mode (task resource sheets, URLs, text chat, collaborative writing spaces) wherein certain become frozen. Our findings unique depicting modal complexity sharing task resources due semiotic misalignment lag precludes establishment completely shared interactional space. We observe gaze shifts sole indicator learners teacher multitasking between different actions. Further needed fully understand features via inform training policy practice.