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Fridolini, Fridolini
Universitas Darma Persada
Religion Arts Humanities Automotive Engineering Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mechanical Engineering Physics Social Sciences Transportation Other

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DEVELOPING MULTIMODAL PRAGMATIC COMPETENCE IN SYNCHRONOUS ONLINE EFL LEARNING: A CONVERSATION ANALYSIS STUDY Fridolini Fridolini
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.190

Abstract

This study investigates the development of multimodal pragmatic competence among 156 advanced Indonesian EFL learners during eight weeks of Zoom-mediated instruction. Drawing on the CA-for-SLA framework, data were collected from video-recorded interactions, chat logs, and stimulated recall interviews. A corpus of 87 request sequences and 64 disagreement sequences was analyzed to trace developmental changes in learners’ multimodal pragmatic performance. The findings reveal three developmental phases. During Weeks 1–2, learners relied predominantly on spoken language, with 82% of face-threatening acts performed verbally. In Weeks 3–5, multimodal coordination emerged as verbal-only interactions declined to 46–52%, accompanied by increased use of gestures and chat-based communication. By Weeks 6–8, learners demonstrated advanced multimodal integration, with only 18–23% of interactions remaining verbal-only. At this stage, speech, gesture, chat, and screen-sharing functions were strategically combined to perform requests and disagreements. Platform affordances, particularly private chat and screen sharing, were frequently employed to manage face-threatening situations, especially in breakout-room interactions. These findings demonstrate that multimodal pragmatic competence develops progressively through sustained video-mediated interaction, extending usage-based perspectives on second language development. Pedagogically, the study highlights the value of multimodal awareness-raising and systematic use of digital platform affordances in online language learning.
Co-Authors Achmad Djaeni Achmad Djaeni Agustinus Hariyana Aldyn Clinton Partahi Oloan Alia Afiyati Anjar Prawesti Arif Fadillah Danny Faturachman, Danny Dasmo Dasmo Djoko Sutrisno Dwi Asih Arisena Eka Yuniar Ernawati Fitriani, Nurul Hartati, Celerina Dewi Juliansyah Kurnia Idawati Muhammad Nafi Annury, Muhammad Nafi Nida, Riska Shofwatun Nurul Fitriani Pitaloka, Roro Meifi Prasetio, Ade Pratama, Yoga Pratiwi, Anita Anjar Rekha Ukrima Yagi Rizky Irvana Shanty Manullang Suranto Suranto Suranto Syarif Hidayat Yoga Pratama