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ts are required to respond with actions to imperatives spoken by the instructors.Gullberg,De Bot,and Volterra(2008)also proposed specific suggestions as to howgesture might be related to language use:

(a)We can examine the role gestures play in interaction to mediatethe acquisition of spoken language,their general role in communication,in providing the socio-cognitive pre-requisites for the development oflanguage,in conveying and possibly entrenching meaning,and theirconnection to cognitive capacities such as working memory etc.

CHAPTER THREE THEORETICAL FRAMEWORK........................27

3.1 Multimodality..........................27

3.1.1 Multimodality in CALL research..............................28

3.1.2 A Multimodal Social Semiotic Approach.........................29

CHAPTER FOUR METHODOLOGY..............................35

4.1 Research Questions.....................................35

4.2 Research Subjects..................................35

CHAPTER FIVE FINDINGS AND DISCUSSION......................45

5.1 Different Types of Teachers’Gestures in Online One-to-One EFL Instructions...............................45

5.1.1 Interpersonal Gestures:Fostering Online Rapport Establishment......48

5.1.2 Experiential Gestures:Concretizing Message and SupportingComprehension..........................52

CHAPTER FIVE FINDINGS AND DISCUSSION

5.1 Different Types of Teachers’Gestures in Online One-to-One EFL Instructions

This section presents the ten types of EFL teachers’gestures that emerged duringtheir one-to-one online teaching with school children at beginner levels.Thefollowing discussions on the exploration results aim to answer the first researchquestion,“what types of gestures do teachers use during online one-to-one EFLinstruction.”The ten types of gestures proposed by this study will be explained indetail.Gestures are polysemous,and“the interpretation of their meaning depends oncultural and social contexts”(Ngo,2018,p.117).The roles and functions of gesturescan overlap,and multiple functions occur within a short segment of classroominteraction.Table 5-1 below summarizes some typical examples of these gestures byillustrating teaching context,teachers’verbal utterances,and the redacted imageswhen they were gesturing.

CHAPTER SIX CONCLUSION

6.1 Major Findings

This study aimed to identify different types of teachers’gestures specific to thevideoconferencing-based online one-to-one EFL teaching context and explore hownovice teachers and experienced teachers employed these categories of gesturesduring their online one-to-one teaching.Drawing on the theory of multimodal socialsemiotic theory,this study proposed the COETG framework for classifying onlineEFL teachers’gestures.And based on the COETG framework,the present studyexplored the following issues:(a)what characteristics different categories of teachers’gestures demonstrate in online one-to-one EFL instruction;and(b)what differencesexist between novice teachers’and experienced teachers’choice of gestures for theironline one-to-one EFL instruction.

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