[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-595680-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-595680-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","conversation-analysis-in-computer-assisted-language-learning","Conversation analysis in Computer-assisted Language Learning","","Conversation Analysis (CA) is presented as a recent qualitative methodological addition to Computer-assisted Language Learning (CALL), enabling systematic study of technology-mediated interactions. Research momentum in Second Language Acquisition has grown through the need for qualitative tools to examine how learners and interlocutors coordinate, manage turns, and build meaning in diverse media such as text, audio/video SCMC, email, forums, social networks, and games. The review prioritizes descriptive findings on sequential organization and also addresses studies using longitudinal microanalysis to track changes in learners’ interactional and linguistic engagement, followed by implementation challenges and future prospects of CA in applied linguistics.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/conversation-analysis-in-computer-assisted-language-learning/595680/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/conversation-analysis-in-computer-assisted-language-learning/595680.png","ImageObject",300,407,{"name":42,"@type":43},"Fans","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"How does Conversation Analysis support research in Computer-assisted Language Learning (CALL)?","Question",{"text":63,"@type":64},"CA is used to qualitatively study how interaction is organized and understood in technology-mediated environments, using microanalysis of sequential patterns in the data.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which technology-mediated settings are reviewed in CA-based CALL research?",{"text":68,"@type":64},"The review covers multiple media types, including text, audio and video SCMC, email, forums and bulletin boards, social networks, and games, with participants interacting in an L2.",{"name":70,"@type":61,"acceptedAnswer":71},"What additional focus goes beyond descriptive studies in some CA-for-CALL research?",{"text":72,"@type":64},"A smaller set of studies uses microanalysis of longitudinal data to examine changes in learners’ linguistic and interactional patterns of engagement over time.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},595680,1792170846,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145,"preview_page_count":4},5909892330395,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","calico journal (online) issn 2056–9017  \nReview Article  \nConversation analysis in Computer-assisted Language Learning  \nMarta González-Lloret  \nAbstract  \nThe use of Conversation Analysis (CA) in the study of technology-mediated interactions is a recent methodological addition to qualitative research in the field of Computer-assisted Language Learning (CALL). The expansion of CA in Second Language Acquisition research, coupled with the need for qualitative techniques to explore how people interact in technology-mediated environments, has stimulated a small but growing body of research. This article reviews CALL research that employed a CA approach to the collection, microanalysis, and understanding of the data in a variety of technology-mediated fields (text, audio and video SCMC, email, forums and bulletin boards, social networks, and games), with participants from different contexts and languages, interacting in an L2 either among themselves or with native/more expert speakers of the language. Most research up to now has been descriptive in nature, illustrating the sequential organization of interaction, interactional and linguistic resources employed by the participants, and affordances and challenges of the media to promote language learning. In addition, a few studies have directly explored ‘learning’ through the microanalysis of longitudinal data for any changes in the learners’ linguistic and interactional patterns of engagement. Thereview of studies is followed by those challenges that affect the implementation of CA in CALL research and a vision of the future of CA for CALL in the larger field of Applied Linguistics.  \nKeywords: Conversation Analysis  \nAffiliation  \nUniversity of Hawaii, Manoa, HI. [email: marta@hawaii.edu](email: marta@hawaii.edu)  \ncalico journal vol 32.3 2015 569–594 ©2015, equinox publishing  \ndoi : 10.1558/cj.v32i3.27568  \n570 Conversation analysis in CALL  \nIntroduction  \nThe use of Conversation Analysis (CA) as a methodology in the study of computer-assisted language learning (CALL), and in Second Language Acquisition (SLA) research in general, is new in comparison to other qualitative methods commonly used in CALL. Raffaella Negretti’s (1999) article in Language Learning & Technology ‘Web-based activities and SLA: A conversational analysis approach’ was the first to apply a CA framework to study language learners interacting online. Since then, CA for CALL has started to take a more prominent place in CALL research. Although still quite a new field, we can now look at a modest body of accumulated research that feeds from two different, still new but growing, fields that use Conversation Analysis as their main methodological approach to their data: First, research on computer-mediated social interaction that follows CA principles to investigate how people interact on the Internet, how the turn-taking system and sequential structure of this new medium are constructed and understood by participants (Garcia & Jacobs, 1999; Herring, 1999; Markman, 2005; Morán, 2008; Murray, 1989) and how do well-known sequences in face-to-face interaction compare to those in the new medium; Among these, openings and closings (e.g., Markman, 2009; Rintel, Mulholland & Pittam, 2001); repairs (Lazaraton, 2014; Markman, 2010; Schönfeldt & Golato, 2003; Tanskanen & Karhukorpi, 2008); non-responses (Rintel, Pittam & Mulholland, 2003;); advice giving (Vayreda & Antaki, 2009); and humor and play (Danet, Ruedenberg & Rosenbaum-Tamari, 1996; Lazaraton, 2014) . Although most CA in CALL research has focused on text as the most common form of computer-mediated communication, studies have also explored audio CMC (e.g., Jenks & Brandt, 2013; Jenks & Firth, 2013); video CMC (e.g., Fischer & Tebrink, 2003); as well as other online environments such as games (e.g., Collister, 2008; Moore, Ducheneaut & Nickell, 2006), social networks (e.g., Meredith & Stokoe, 2014) and mobile applications (e.g., Arminen & Leinonen, 2005; Arminen & W","cbCaih3uiXh14HBl","https://ap.wps.com/l/cbCaih3uiXh14HBl","pdf",585084,26,"English","# Abstract\n# Keywords\n# Affiliation\n# Introduction\n## CA-for-SLA","[{\"question\":\"How does Conversation Analysis support research in Computer-assisted Language Learning (CALL)?\",\"answer\":\"CA is used to qualitatively study how interaction is organized and understood in technology-mediated environments, using microanalysis of sequential patterns in the data.\"},{\"question\":\"Which technology-mediated settings are reviewed in CA-based CALL research?\",\"answer\":\"The review covers multiple media types, including text, audio and video SCMC, email, forums and bulletin boards, social networks, and games, with participants interacting in an L2.\"},{\"question\":\"What additional focus goes beyond descriptive studies in some CA-for-CALL research?\",\"answer\":\"A smaller set of studies uses microanalysis of longitudinal data to examine changes in learners’ linguistic and interactional patterns of engagement over time.\"}]","Conversation analysis in Computer-assisted Language Learning | PDF",1792081633,66]