Abstract
The online teaching and learning have, to some extent, impacted participation of students in doing their classroom activities. This study is set out to shed light on students’ use of strategies to maintain successfully their participation despite some setbacks of digital settings. Combining the Participation Framework and the Conversion Analysis methodology, the research carries out a microanalysis in the context of an online students’ collaborative speaking task. This micro study analyses 24 recordings of an EFL lesson with total 80 senior students. The findings indicate that (1) verbal cues namely self-selecting, switching to mother tongue and repeatedly choosing a specific student; (2) non-verbal strategies such as smile\laugh, hand motions, leaving cameras\microphones on facilitate students in their direct participation of the online discussion. The study also suggests some implications for educational purposes.
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