Our project team participated in TDL and ICOP-L2 conferences which took place between 1-7 June, 2024 in Kolding, Denmark.
In TDL conference, our project coordinator Ufuk Balaman presented his study titled Thinking, doing, and teacher learning: Redefining teacher learning in multimodal conversation analytic terms, from our project team, Natalia Evnitskaya presented her co-authored study titled Teaching chemistry in a Japanese EMI context: A multimodal approach to classroom interaction, Taiane Malabarba presented her co-authored study titled Harvesting interactional materials from co- participants’ turns: A longitudinal study on assessments in L2 English workplace interaction, Semih Ekin and Fatma Badem presented their study titled Development of interactional competence in a virtual exchange setting: Focus on diversification of turn design features and participation status.
In ICOP-L2 conference, our project coordinator Ufuk Balaman presented his study titled Pre-service language teachers’ collaborative management of the shared video-mediated interactional space for pedagogical task design, from our project team Nigel Musk presented his study titled Translation as an interactional strategy in digital collaborative EFL writing, Natalia Evnitskaya presented her co-authored study titled Multimodality and materiality in technologically mediated L2 peer interaction in a Japanese university context, Semih Ekin presented his study titled Interactional management of lapses during the first encounters in video- mediated virtual exchange meetings, Fatma Badem presented her study titled Multimodal repair initiation trajectories in video- mediated EFL classroom interactions, İlayda Şahin and Buse Tatar presented their paper titled From disagreement to agreement: Pre-service English language teachers’ interactions in reflection sessions. As part of the conference, Silvia Kunitz co-organized a panel on materiality and presented her co-authored studies titled The materiality of situated learning: On objects and their use in language and On the affordances of material objects in language cafés: Describing baking vis-à-vis preparing to bake. Taiane Malabarba also co-organized a panel on embodiment and tech-rich environments and presented her co-authored study titled The inversion gesture: Inviting learners’ self-repair in L2 German video-mediated tutoring.
DigiLTE 