Teachers' screen-based repair practices in video-mediated Turkish as a foreign language classroom interactions
COMPUTER ASSISTED LANGUAGE LEARNING, 2026 (AHCI, SSCI, Scopus)
- Publication Type: Article / Article
- Publication Date: 2026
- Doi Number: 10.1080/09588221.2026.2667489
- Journal Name: COMPUTER ASSISTED LANGUAGE LEARNING
- Journal Indexes: Arts and Humanities Citation Index (AHCI), Social Sciences Citation Index (SSCI), Scopus, Aerospace Database, Agricultural & Environmental Science Database, Applied Science & Technology Source, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), MLA - Modern Language Association Database, Psycinfo, MLA International Bibliography, Academic Search Ultimate (EBSCO), Social Science Premium Collection (ProQuest), Education Collection (ProQuest), Education Source Ultimate (EBSCO), Technology Collection (ProQuest)
- Yıldız Technical University Affiliated: Yes
Abstract
The use of a shared screen plays a central role in the overall architecture of video-mediated interactions, and it becomes even more prominent when a teacher uses it for pedagogical purposes in online classes. In this study, we investigate an underexplored setting, fully-online, synchronous, video-mediated Turkish as a foreign language classrooms. Using multimodal conversation analysis to examine a dataset of screen-recorded video-mediated L2 classroom interactions consisting of a teacher and a small group of students with turned-off cameras, we focus on a recurrent interactional practice, namely screen-based repair, and outline the methods used by the teacher based on a collection of cases. The findings show that upon the identification of a trouble, whether the trouble source is visible on the screen or not, the teacher initiates, enacts and completes other-initiated other-repair by systematically drawing on diverse screen-based resources, and engages in writing aloud, highlighting aloud, and cursor marking aloud, in doing so, thus deploying the practice of screen-based repair to resolve technical, pedagogical, and interactional troubles. We argue that the findings not only describe the pedagogical context of a less taught language but also bring new insights into video-mediated L2 classroom interaction and online language teaching overall.