Akademik Veri Yönetim Sistemi
International Conference on Conversation Analysis and Language Teacher Education, Ankara, Türkiye, 13 - 15 Şubat 2026, (Yayınlanmadı)
COVID-19 pandemic has had profound impacts on many areas of life, and education has
been no exception. Having caused education at all levels to be suspended and then to
become online, the pandemic has resulted in such changes that are to stay even after it
ended. One of these changes is that, in post-pandemic classrooms, the use of electronic
devices such as personal tablets, laptops and smartphones has become commonplace,
and there is now less use of paper and pencil. What is of interest to the researchers of this
study is how the interactional dynamics of learner participation is affected by the frequent
use of electronic devices. Specifically, the students’ embodied (dis)engagement and
(non)participation acts in an English preparatory school of a public university are
investigated through the lenses of interactional sociolinguistics and communities of
practice framework. Five hours of lessons were video-recorded and analysed using the
conventions of multimodal conversation analysis with the software Transana version 5.05.
In addition, as a secondary source, a semi-structured video-stimulated interview was
conducted with the class teacher. The results of the study showed that when electronic
devices were present in class and their frequent use was allowed by the teacher, students
displayed episodes of overt embodied disengagement from the unfolding interaction until
they re-established their attention and engagement. The shifting embodied participation
creates social consequences for the common production of joint attention, making it
transient, temporal and difficult to sustain on the part of the teacher. However, the results
also showed that clear displays of embodied disengagement do not necessarily point at
pedagogical misalignment of the learners.