ABSTRACT
In light of the nascent but growing body of literature presented in Chapter 1, this chapter discusses the findings into experienced online language teachers’ instruction-giving practices in multimodal synchronous online teaching with reference to task repetition, number of learners, and task type. It presents the main contributions to the field, specifically, a heuristic framework of task instructions-as-process in synchronous online language lessons, our implementation of Multimodal (Inter)action Analysis (MIA) for the analysis of online (teacher-learner) (inter)action, and the introduction of the notion of modal density (mis)alignment. The chapter offers specific research-informed, concrete pedagogical reflections for language teachers, which could be used to design task instructions-as-workplan and engage in task instructions-as-process. The chapter concludes with potential limitations and future research perspectives regarding other task types, learner-proficiency, and data collection techniques.
