Interactional Practices of Other-Initiated Repair That Engender Vocabulary Explanation Sequences in Online Video-Based Conversations-for- Language Learning

Abstract

Online social platforms provide opportunities for language learners to use the target language in authentic interaction. This process is assumed to be beneficial for language learning. Little research has investigated second language spoken interaction in online platforms. Thus, the current study examines video-based conversations-for-learning between adult Saudi learners and English-native-speaking tutors in the online platform Cambly. Unlike language classroom context, conversation-for-learning is similar to ordinary conversation with no prior preparation. In this study I investigate language learning and teaching moments that arise contingently in conversations-for-learning. Previous research demonstrated that learning as a social activity where participants collaboratively orient to accomplish learning by deploying verbal and nonverbal interactional resources. This study explores tutors’ and learners’ interactional practices of other-initiated repair that engender vocabulary explanation sequences. The main question is how learners indicate lexical comprehension problems and how tutors resolve these problems or teach a vocabulary item, and whether the online environment provides resources to facilitate vocabulary explanations. Given the reasons the study explores interactional practices in naturally occurring data, this research employs conversation analysis methodology (CA). By CA’s emic perspective and microanalysis of other-initiated repair collections, the findings explicate two positions of repair that are inserted between or post-expanded the adjacency pair sequence. Additionally, in completing repair, online tutors use a variety of verbal and nonverbal resources, such as spoken definitions, gestures, and instant translation. The findings suggest that differential language expertise motivates learners to indicate their comprehension problems as well as tutors to explain or provide new vocabulary items. This study demonstrates learning and teaching as collaborative activities that arise contingently with interaction. The findings provide online tutors knowledge of the order and system of other-initiated repair regarding vocabulary explanations, indicating the role of the third turn in creating teaching moments and unfolding the role of verbal and nonverbal resources in enhancing or complicating the repair sequence