Teppo Jakonen
Biographic Data
| ID | 1171257 |
|---|---|
| NAME | Teppo Jakonen |
| GIVEN NAMES | Teppo |
| FAMILY NAME | Jakonen |
| SIGNATURE | JAKONEN T |
| AFFILIATIONS | University of Turku |
| ORCID | 0000-0002-7250-0042 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 8 |
| WORKS AS AUTHOR | 16 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Multiple yeah but s and but s across turns
This study illustrates how L2 speakers use the turn-initial particles yeah but and but as resources to calibrate task answers and as turn-entry devices in accomplishing collaborative argumentation during task-based peer interaction in EFL classrooms in Czechia and Finland. By showing how these particles are deployed repeatedly across multiple turns by a single speaker or two or more speakers one after another, we extend previous research on turn-…
Pointing to Facilitate Telepresence Robot-Mediated Participation in Hybrid Classroom Interaction
If a person in a video-mediated interaction (VMI) points to something, it can be very difficult for the other people to understand the gesture. This study investigates pointing gestures in a multi-party context in which a remote student participates in classroom interaction by using a telepresence robot, a remotely operated and movable VMI tool. We show how the pointing gestures by the “local” classroom participants involve (re)positioning their …
Promoting engagement-in-interaction in video-mediated remote and hybrid learning
The accountability of movement in synchronous hybrid classroom interaction
Telepresence robots enhance videoconferencing by enabling the user to ‘move around’ remotely, offering more embodied resources for interaction than speaker gallery-based videoconferencing tools. This study explores interactional troubles related to the affordance of mobility during robot-mediated remote participation in synchronous hybrid classroom interaction. Using multimodal conversation analysis, we analyse video-recorded higher education lan…
Using the body and material artefacts for spatial reasoning in classroom programming activities
Collaborative programming involves instructing each other in establishing directional instructions that will be coded as commands for the robots. • Programming requires spatial reasoning (understanding the material space and imagined trajectories). • Proposals for codable directions were often initiated with gestures prior to verbal expression. • Trial and error -practices constitute rich sites for social and embodied cognition. We use multimodal…
Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybrid L2 Classroom Group Work
This article addresses the need to better understand interactional asymmetries, challenges, and solutions in implementing synchronous hybrid language teaching. We investigate video-recorded peer interactions in a higher education language teaching context in which a student uses a telepresence robot, a remotely moveable videoconferencing tool, to participate in small-group task work in L2 English together with students who are physically located …
Learner-centered EAP practices
Many higher education institutions support the linguistic needs of ESL students by providing various kinds of tutorial services. Although tutorial interaction has received much research attention, few studies have investigated how tutors and students make decisions about what language skills and activities to focus on during tutorials. In this article, we use conversation analysis (CA) to explore how participants jointly set the tutorial agenda i…
Uses of interpersonal touch in educational settings
Touch is a primordial resource for interaction and for managing social relations, something that quite literally connects us with other human beings. This discussion paper approaches the articles in this special issue from a methodological perspective by reflecting on analytical challenges and possibilities in investigating interpersonal touch in educational encounters. It will briefly outline relevant methodological issues and transcription-rela…
L2 grammar‐for‐interaction
This article examines how second language (L2) interactional competence is manifested in students’ use of “and”‐prefaced turns when doing meaning‐focused oral tasks in pairs and small groups. Drawing on video recordings from English‐as‐a‐foreign‐language upper‐secondary classes recorded in Czechia and Finland, 86 sequences involving “and”‐prefaced turns were scrutinized using multimodal conversation analysis, focusing on language, gaze, and mater…
Mobilizing ‘context’
Rewilding Language Education
Integrating concepts and techniques from ethnomethodology and sociomaterialism, this article investigates the observable material processes involving human action and place‐based contexts of language use enabled by locative media. The focal pedagogical intervention utilized mobile augmented reality (AR) activities, the development of which was inspired by research on learning ‘in the wild.’ Applying the principle of reverse engineering, we introd…
Teacher smiles as an interactional and pedagogical resource in the classroom
In classroom settings, laughter and smiles are resources for action that are available to both teachers and students. Recent interactional studies have documented how students use these resources to deal with trouble of various kind, but less is known about the sequential and activity contexts of teachers’ laughter-relevant practices, as well as their pedagogical functions. We use multimodal conversation analysis (CA) to investigate the interacti…
The integration of content and language in students’ task answer production in the bilingual classroom
The notion of content and language integration has recently become a key topic of inquiry in research on content and language integrated learning and other kinds of bilingual educational programmes. Understanding what integration is and how it happens is of fundamental importance not only for researchers interested in gauging the possibilities and limitations of bilingual programmes, but also for practitioners seeking optimal ways to support stud…
Gaining access to another participant’s writing in the classroom
Prior conversation analytic studies have shown that writing is a multifaceted activity, one that is accomplished in different participation configurations and through different practices of text production. A key factor that organises writing is whether participants jointly produce one text or write their own texts individually. While this choice is sometimes institutionally regulated (e.g. when counsellors take notes only for themselves), in som…
Epistemic Search Sequences in Peer Interaction in a Content-based Language Classroom
Epistemics in interaction refers to how participants display, manage, and orient to their own and others’ states of knowledge. This article applies recent conversation analytical work on epistemics to classrooms where language and content instruction are combined. It focuses on Epistemic Search Sequences (ESSs) through which students in peer interaction collectively resolve emerging knowledge gaps while working on pedagogic tasks. ESSs are initia…
Handling knowledge
Handling knowledge
Teacher smiles as an interactional and pedagogical resource in the classroom
In classroom settings, laughter and smiles are resources for action that are available to both teachers and students. Recent interactional studies have documented how students use these resources to deal with trouble of various kind, but less is known about the sequential and activity contexts of teachers’ laughter-relevant practices, as well as their pedagogical functions. We use multimodal conversation analysis (CA) to investigate the interacti…
Epistemic Search Sequences in Peer Interaction in a Content-based Language Classroom
Epistemics in interaction refers to how participants display, manage, and orient to their own and others’ states of knowledge. This article applies recent conversation analytical work on epistemics to classrooms where language and content instruction are combined. It focuses on Epistemic Search Sequences (ESSs) through which students in peer interaction collectively resolve emerging knowledge gaps while working on pedagogic tasks. ESSs are initia…
Handling knowledge
Gaining access to another participant’s writing in the classroom
Prior conversation analytic studies have shown that writing is a multifaceted activity, one that is accomplished in different participation configurations and through different practices of text production. A key factor that organises writing is whether participants jointly produce one text or write their own texts individually. While this choice is sometimes institutionally regulated (e.g. when counsellors take notes only for themselves), in som…
The integration of content and language in students’ task answer production in the bilingual classroom
The notion of content and language integration has recently become a key topic of inquiry in research on content and language integrated learning and other kinds of bilingual educational programmes. Understanding what integration is and how it happens is of fundamental importance not only for researchers interested in gauging the possibilities and limitations of bilingual programmes, but also for practitioners seeking optimal ways to support stud…
Teacher smiles as an interactional and pedagogical resource in the classroom
In classroom settings, laughter and smiles are resources for action that are available to both teachers and students. Recent interactional studies have documented how students use these resources to deal with trouble of various kind, but less is known about the sequential and activity contexts of teachers’ laughter-relevant practices, as well as their pedagogical functions. We use multimodal conversation analysis (CA) to investigate the interacti…
Rewilding Language Education
Integrating concepts and techniques from ethnomethodology and sociomaterialism, this article investigates the observable material processes involving human action and place‐based contexts of language use enabled by locative media. The focal pedagogical intervention utilized mobile augmented reality (AR) activities, the development of which was inspired by research on learning ‘in the wild.’ Applying the principle of reverse engineering, we introd…
Mobilizing ‘context’
L2 grammar‐for‐interaction
This article examines how second language (L2) interactional competence is manifested in students’ use of “and”‐prefaced turns when doing meaning‐focused oral tasks in pairs and small groups. Drawing on video recordings from English‐as‐a‐foreign‐language upper‐secondary classes recorded in Czechia and Finland, 86 sequences involving “and”‐prefaced turns were scrutinized using multimodal conversation analysis, focusing on language, gaze, and mater…
Learner-centered EAP practices
Many higher education institutions support the linguistic needs of ESL students by providing various kinds of tutorial services. Although tutorial interaction has received much research attention, few studies have investigated how tutors and students make decisions about what language skills and activities to focus on during tutorials. In this article, we use conversation analysis (CA) to explore how participants jointly set the tutorial agenda i…
Uses of interpersonal touch in educational settings
Touch is a primordial resource for interaction and for managing social relations, something that quite literally connects us with other human beings. This discussion paper approaches the articles in this special issue from a methodological perspective by reflecting on analytical challenges and possibilities in investigating interpersonal touch in educational encounters. It will briefly outline relevant methodological issues and transcription-rela…
Achieving Joint Attention and Understanding of Task Responsibilities in Synchronous Hybrid L2 Classroom Group Work
This article addresses the need to better understand interactional asymmetries, challenges, and solutions in implementing synchronous hybrid language teaching. We investigate video-recorded peer interactions in a higher education language teaching context in which a student uses a telepresence robot, a remotely moveable videoconferencing tool, to participate in small-group task work in L2 English together with students who are physically located …
Multiple yeah but s and but s across turns
This study illustrates how L2 speakers use the turn-initial particles yeah but and but as resources to calibrate task answers and as turn-entry devices in accomplishing collaborative argumentation during task-based peer interaction in EFL classrooms in Czechia and Finland. By showing how these particles are deployed repeatedly across multiple turns by a single speaker or two or more speakers one after another, we extend previous research on turn-…
Pointing to Facilitate Telepresence Robot-Mediated Participation in Hybrid Classroom Interaction
If a person in a video-mediated interaction (VMI) points to something, it can be very difficult for the other people to understand the gesture. This study investigates pointing gestures in a multi-party context in which a remote student participates in classroom interaction by using a telepresence robot, a remotely operated and movable VMI tool. We show how the pointing gestures by the “local” classroom participants involve (re)positioning their …
Promoting engagement-in-interaction in video-mediated remote and hybrid learning
The accountability of movement in synchronous hybrid classroom interaction
Telepresence robots enhance videoconferencing by enabling the user to ‘move around’ remotely, offering more embodied resources for interaction than speaker gallery-based videoconferencing tools. This study explores interactional troubles related to the affordance of mobility during robot-mediated remote participation in synchronous hybrid classroom interaction. Using multimodal conversation analysis, we analyse video-recorded higher education lan…
Using the body and material artefacts for spatial reasoning in classroom programming activities
Collaborative programming involves instructing each other in establishing directional instructions that will be coded as commands for the robots. • Programming requires spatial reasoning (understanding the material space and imagined trajectories). • Proposals for codable directions were often initiated with gestures prior to verbal expression. • Trial and error -practices constitute rich sites for social and embodied cognition. We use multimodal…
Computer Science (10 works) · Conversation (10 works) · Psychology (10 works) · Communication (8 works) · Language, Discourse, Communication Strategies (8 works) · Conversation analysis (7 works) · EFL/ESL Teaching and Learning (7 works) · Embodied cognition (7 works) · Language, Metaphor, and Cognition (6 works) · Linguistics (6 works)