Research Information System
APPLIED LINGUISTICS REVIEW, 2025 (AHCI)
A micro-level analysis of second language (L2) peer feedback interactions specifically aimed at improving interactional abilities is lacking. Drawing on multimodal Conversation Analysis to examine 20 h of screen-recorded interactions of L2 learners in a video-mediated study group setting, this study demonstrates that in the collaborative accomplishment of L2 feedback in talk-in-interaction, peers' follow-up contributions expand others' feedback turns and open up space for further sequences of talk simultaneously. The follow-up contributions are realized through four interactional practices: (1) advising, (2) reformulating, (3) counterclaiming and (4) clarification-seeking. It is through such follow-up contributions that L2 learners change speakership, build turns contingent on previous contributions, perform diverse social actions, from resisting to clarifying, display their understanding and contribute to the ongoing feedback talk. We argue that being able to produce follow-up contributions is a crucial part of one's L2 Interactional Competence (IC) and becomes a valuable interactional practice in securing intersubjectivity among the participants. The findings inform L2 language pedagogies about increasing learners' sensitivity to the intricacies of dialogic and collaborative feedback talk from a micro-analytic perspective.