Document Type : Research article


1 Department of English Language Teaching, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran,

2 Department of English Language Teaching, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

3 Department of English Language Teaching, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran.


This paper presents a study on how teachers can use online affordances to create learning spaces and maximize language learning opportunities. While previous research has highlighted the importance of learning space in improving language learning outcomes, scant research has examined how teachers can utilize online affordances and interactional strategies to create learning spaces in corrective feedback sequences. To fill this gap, the study investigated the use of corrective feedback in synchronous online English as a Foreign Language (EFL) classrooms by ten teachers. Using conversation analysis (CA), the study analyzed seventy-five hours of video-recorded observations to explore the online tools and verbal interactional strategies used by teachers to create learning spaces. The findings revealed that teachers used chatboxes, online notepads, and breakout rooms as online affordances to facilitate language learning opportunities. The study's results can provide EFL teachers with valuable insights into the best practices for using synchronous online educational tools and interactional resources to create better language learning opportunities for learners.


Main Subjects

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