Polling as an interactional resource: A multimodal conversation analysis of video-mediated language teaching
System, cilt.143, 2026 (SSCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 143
- Basım Tarihi: 2026
- Doi Numarası: 10.1016/j.system.2026.104161
- Dergi Adı: System
- Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, Periodicals Index Online, Communication Abstracts, EBSCO Education Source, Educational research abstracts (ERA), MLA - Modern Language Association Database, MLA International Bibliography, EBSCO Communication Source, Academic Search Ultimate (EBSCO), Communication Source (EBSCO), Education Source Ultimate (EBSCO)
- Anahtar Kelimeler: Digital affordances, Multimodal conversation analysis, Online language teaching, Polling, Video-mediated interaction
- Yıldız Teknik Üniversitesi Adresli: Evet
Özet
This study examines how polling is used in video-mediated language classrooms and how it shapes participation and instructional interaction. Although online teaching platforms include polling tools, their role in the moment-by-moment organization of classroom interaction has received little attention. Existing polling research has emphasized engagement, assessment, and learning outcomes, leaving its interactional organization in video-mediated language teaching underexamined. Drawing on approximately 680 min of screen-recorded Turkish-as-a-foreign-language lessons conducted via BigBlueButton, the study adopts a multimodal Conversation Analysis approach to analyze how polling is introduced, responded to, recycled, and brought to closure within instructional activity. The analysis shows that polling creates a collective response environment in which all students are treated as relevant respondents while remaining individually accountable. Poll responses appear sequentially on screen as students click, yet the teacher orients to them as parallel displays rather than as ordered turns. The visibility of both responses and non-responses allows the teacher to monitor engagement, pursue missing responses, and identify moments of understanding and misunderstanding. Polling is shown to be integrated into instructional sequences and to contribute to the maintenance of instructional progressivity in camera-off classrooms. By documenting how polling is embedded in the interactional organization of video-mediated language teaching, the study contributes to research in CALL and classroom discourse and highlights the importance of examining digital tools as they are used in interaction rather than as stand-alone instructional techniques. The study therefore argues that polling is not merely an assessment technique but a platform-mediated response architecture that organizes participation and instructional sequences.