“…While most studies of the use of video‐synchronous computer‐mediated communication to support and enhance foreign language learning rely on the principles of social constructivism (e.g., Taillefer & Munoz‐Luna, ; Yang et al, ), some previous studies did not address the way in which interactions were being made meaningful (e.g., Entzinger et al, ) while other studies controlled the interactions between learners and their conversation partners by engaging them in role‐playing, thus inhibiting the opportunity for uninhibited practice, independent control of the propositional content, and the amount of exposure to extending utterances (e.g., Yang et al, ). In addition, some studies did not specifically report on the partners with whom the learners were interacting (e.g., Yang et al, ), focusing solely on learners and making it difficult to gauge the quality of input students received.…”