Multimodality as an Interactional Resource for Classroom Interactional Competence (CIC)

This paper of action research discusses the emergent progress of multimodality in the classroominteraction. Despite the pivotal role of multimodality in interaction in the foreign language classroom,little attention has been paid to how embodied behaviours are used as a resource by students in relationto Classroom Interactional Competence (CIC). The study, therefore, aims to assess how multimodalityinfluences learning from learner’s perspectives. The data for this study is based on the video-recording ofan English grammar lesson for adult learners. Drawing on a Conversation Analysis (CA) approach tolook into the interactional unfolding of multimodal behaviours, this study uncovered the potential impactof multimodality on interaction in a foreign language classroom. The findings have significantimplications for research on CIC and language teacher education.