Abstract The present study endeavored to explore the contribution of CA-informed intervention in developing students’ conversational skills and language awareness. In order to address the issue, a quasi-experimental design was employed in which a conversation analysis (CA) approach (a single case-ABAB design) and procedures were predominantly used. The qualitative data were gathered through audio/video devices while the participants of the study held conversations. And oral productions of the participants were recorded and oral task analysis was made to identify problems in the pre-intervention phase and see if qualitative progresses and changes were observed during the intervention and in the post-intervention phase of the study, repectively. In addition, quantitative data collection methods were in place to supplement the qualitative data gathered via audio/video devices. In this regard, two quantitative instruments were used: pre-intervention and post intervention observations using conversational moves rubric, and paired samples t-test. The findings from the analysis of audio/video data show that the intervention enabled students to hold conversations through the production of turn constructional units in a better way than they used to before the intervention and this has an implication to the development of turn-taking skills and the acquisition of second language or foreign language. Their production of sequence of utterances was also encouraging. The participants of the study could produce related pair of utterances or adjacency pairs which has an implication for appropriateness of the norms of the target language. As a result of the training or the intervention, they could also use spoken grammar in their conversations. Moreover, their use of conversational strategies or conversational repairs has improved. As regards to the results obtained from the quantitative data, the findings are consistent with the results obtained from the qualitative data analyzed through CA. The scores they exhibited in the posttest and post-intervention observation are better and higher than that of the results they scored in the pre-intervention phase of the study being congruent with the results obtained in the conversation analyses of the recorded oral productions of the participants. Thus, it could be concluded that the CA-informed instructions could show encouraging implications for second/foreign language teaching and learning. Hence, it is recommended for EFL teachers to apply CA-informed instructions for the betterment and development of oral interaction skills of their students.