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Conversation Analysis in TESOL Research: Methodological Developments over Six Decades

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Title: Conversation Analysis in TESOL Research: Methodological Developments over Six Decades
Language: English
Authors: Matthew T. Prior (ORCID 0000-0001-7568-8549)
Source: TESOL Quarterly. 2026 60(2):824-845.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 22
Publication Date: 2026
Document Type: Journal Articles
Information Analyses
Descriptors: Discourse Analysis, Language Research, Educational Research, Second Language Instruction, English (Second Language), Research Methodology, Educational Trends, Trend Analysis, Sociolinguistics, Technology Uses in Education
DOI: 10.1002/tesq.70144
ISSN: 0039-8322
1545-7249
Abstract: This article reviews the influence of conversation analysis (CA) in TESOL research over the previous six decades. Grounded in CA's ethnomethodological foundations, I trace its progression from sociology into second language education in four developmental phases: (1) early conceptual influences (1970s-1980s), (2) emerging methodological interest and integration (1990s-early 2000s), (3) methodological refinement and establishment (mid-2000s-mid-2010s), and (4) sophistication and diversification (mid-2010s-present). With particular focus on work published in "TESOL Quarterly," this review highlights how CA has revealed the collaborative nature of language learning within and outside the classroom and sharpened understandings of interactional competence. CA's distinctive contribution to TESOL lies in its capacity to explicate the social foundations of language learning and teaching through empirically grounded, participant-oriented analysis of interactions that span diverse learning ecologies, with increasing attention to emergent digital and multimodal environments.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505724
Database: ERIC
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  Data: Conversation Analysis in TESOL Research: Methodological Developments over Six Decades
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: This article reviews the influence of conversation analysis (CA) in TESOL research over the previous six decades. Grounded in CA's ethnomethodological foundations, I trace its progression from sociology into second language education in four developmental phases: (1) early conceptual influences (1970s-1980s), (2) emerging methodological interest and integration (1990s-early 2000s), (3) methodological refinement and establishment (mid-2000s-mid-2010s), and (4) sophistication and diversification (mid-2010s-present). With particular focus on work published in "TESOL Quarterly," this review highlights how CA has revealed the collaborative nature of language learning within and outside the classroom and sharpened understandings of interactional competence. CA's distinctive contribution to TESOL lies in its capacity to explicate the social foundations of language learning and teaching through empirically grounded, participant-oriented analysis of interactions that span diverse learning ecologies, with increasing attention to emergent digital and multimodal environments.
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      – SubjectFull: Technology Uses in Education
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