From speech to screen: Discursive practices in webinars for teaching English as a foreign language

Annotation. This thesis explores discursive practices in webinars used for teaching English as a Foreign Language (EFL). It examines the transition from traditional spoken interaction to screen-mediated communication and the implications for language pedagogy. The study draws on recordings of online webinars and uses discourse analysis to identify key features of interaction, participant engagement, and instructional discourse. Findings suggest that webinar discourse fosters a unique environment requiring multimodal communication skills and adaptive strategies from both teachers and learners.