İngilizce öğretmenlerinin video aracılıklı etkileşimde jest kullanımlarının amaçları ve dizisel düzeni üzerine bir çalışma: Konuşma çözümlemesi yaklaşımı

The purpose of this study is to provide a detailed description of how English as a Foreign Language (EFL) teachers deploy gestures during online synchronous video-mediated interaction (VMI) in an EFL preparatory school from a microanalysis perspective of Conversation analysis (CA). The main aim of this study is to reveal the functions of EFL teachers' gesture use during online synchronous VMI in a higher education setting. The secondary aim is to unfold the features of the sequential organizations of EFL teachers' gesture use in online synchronous VMI. To achieve these purposes, a qualitative research method was adopted. The qualitative data gathered from video-mediated second language (L2) teaching interaction in an English preparatory school at a state university in Turkey were analyzed using CA. The analyses demonstrated that the teachers mainly use several online classroom gestures for language explanation and interaction management. Furthermore, a close examination of the data also displayed that the EFL teachers deploy their gestures to explain vocabularies and grammar structures. Besides, it was observed that the teachers' gestures were also utilized to manage the online classroom interaction and give instruction. Finally, these findings were discussed in the light of relevant previous studies, and pedagogical implications for in-service and pre-service teachers were explained, followed by suggestions for further studies.