Abstract
This article offers an insight into how interaction is multimodally built during task-accomplishment around mobile devices in English as a Foreign Language (EFL) classrooms. More specifically, it investigates eye gaze as a resource in recruiting help and pursuing response during interactional or task-related trouble sequences. The data come from videorecorded EFL lessons at Finnish comprehensive schools where mobile devices are used for learning tasks. Through multimodal conversation analysis, the article demonstrates that gaze is employed as one of the first resources to address trouble. Although tasks often require gaze to be directed at devices, it can be flexibly reoriented to peers when needed. The findings therefore highlight the need to study not only the use of technology but also the interaction around it. An emic perspective to applied linguistics is especially called for to understand how participants manage interaction in today’s technology-rich educational contexts.
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