Difference between revisions of "Oittinen2026"
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|Author(s)=Tuire Oittinen; Iira Rautiainen; | |Author(s)=Tuire Oittinen; Iira Rautiainen; | ||
|Title=Instructors' practices for managing chat-based interaction in a video-mediated crisis management course | |Title=Instructors' practices for managing chat-based interaction in a video-mediated crisis management course | ||
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|Chapter=8 | |Chapter=8 | ||
|Booktitle=Video-Mediated L2 Interaction: Conversation Analytic Research | |Booktitle=Video-Mediated L2 Interaction: Conversation Analytic Research | ||
| + | |URL=https://www.taylorfrancis.com/chapters/edit/10.4324/9781003500308-8/instructors-practices-managing-chat-based-interaction-video-mediated-crisis-management-course-tuire-oittinen-iira-rautiainen?context=ubx&refId=0b05bd62-4c49-4d5c-936a-44dd8b9cbed5 | ||
|DOI=10.4324/9781003500308-8 | |DOI=10.4324/9781003500308-8 | ||
|Abstract=This chapter investigates co-taught sessions in a video-mediated crisis management course where English is used as a lingua franca. More specifically, the focus is on ways in which the learners use the chat interface to take part in the ongoing pedagogical activity and the practices by which the course instructors manage the parallel sequential orders of spoken and written interaction. The study draws on 90 hours of screen-recorded data and uses multimodal conversation analysis as the method. Our analysis shows how the instructors acknowledge and attend to chat-based interaction through close coordination of verbal, embodied, and screen-based resources and with two main strategies: (1) by responding to posts in writing, which is often done by a teacher who is not leading the session, or (2) acknowledging and topicalizing written posts in speaking in sequentially suitable places. The study has implications for both future research and practice in that it can help find better ways to utilize the written channel of communication as part of video-mediated pedagogical activities. | |Abstract=This chapter investigates co-taught sessions in a video-mediated crisis management course where English is used as a lingua franca. More specifically, the focus is on ways in which the learners use the chat interface to take part in the ongoing pedagogical activity and the practices by which the course instructors manage the parallel sequential orders of spoken and written interaction. The study draws on 90 hours of screen-recorded data and uses multimodal conversation analysis as the method. Our analysis shows how the instructors acknowledge and attend to chat-based interaction through close coordination of verbal, embodied, and screen-based resources and with two main strategies: (1) by responding to posts in writing, which is often done by a teacher who is not leading the session, or (2) acknowledging and topicalizing written posts in speaking in sequentially suitable places. The study has implications for both future research and practice in that it can help find better ways to utilize the written channel of communication as part of video-mediated pedagogical activities. | ||
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Latest revision as of 03:09, 8 June 2026
| Oittinen2026 | |
|---|---|
| BibType | INCOLLECTION |
| Key | Oittinen2026 |
| Author(s) | Tuire Oittinen, Iira Rautiainen |
| Title | Instructors' practices for managing chat-based interaction in a video-mediated crisis management course |
| Editor(s) | Ufuk Balaman, Tuire Oittinen |
| Tag(s) | EMCA, Video-mediated interaction, L2 Interaction, Crisis management training, Chat-based interaction |
| Publisher | Routledge |
| Year | 2026 |
| Language | English |
| City | |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | |
| URL | Link |
| DOI | 10.4324/9781003500308-8 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Video-Mediated L2 Interaction: Conversation Analytic Research |
| Chapter | 8 |
Abstract
This chapter investigates co-taught sessions in a video-mediated crisis management course where English is used as a lingua franca. More specifically, the focus is on ways in which the learners use the chat interface to take part in the ongoing pedagogical activity and the practices by which the course instructors manage the parallel sequential orders of spoken and written interaction. The study draws on 90 hours of screen-recorded data and uses multimodal conversation analysis as the method. Our analysis shows how the instructors acknowledge and attend to chat-based interaction through close coordination of verbal, embodied, and screen-based resources and with two main strategies: (1) by responding to posts in writing, which is often done by a teacher who is not leading the session, or (2) acknowledging and topicalizing written posts in speaking in sequentially suitable places. The study has implications for both future research and practice in that it can help find better ways to utilize the written channel of communication as part of video-mediated pedagogical activities.
Notes
