With the growing number of language courses offered online, teacher trainers are incited to reflect on the competences required by future online teachers (Lamy & Hampel, 2007). Among these, understanding the attention to the semiotic resources at their disposal and their orchestration by teachers is crucial (McCafferty & Stam, 2008), so as to adjust teacher training to these environments and help teachers develop critical semiotic awareness. Three French undergraduate students with a B2 level in English were asked to describe four photographs in English to the same teacher via Skype. We use a qualitative approach focusing on gestures and gazes to examine nonverbal behviours in synchronous videoconferenced-based interactions and to explore the rhythm of the interactions. Full abstract A growing number of language courses are offered online, inciting teacher trainers to reflect upon the different competences that future online teachers will have to develop (Lamy & Hampel, 2007). Among these, it is crucial to understand the attention to the semiotic resources at their disposal and their orchestration by teachers (McCafferty & Stam, 2008), so as to adjust teacher training to these new pedagogical environments and help future online teachers to develop critical semiotic awareness (Guichon, 2013). To study nonverbal behaviours in synchronous videoconferenced-based interactions, we use a qualitative approach focusing on gestures and gazes. Three French undergraduate students with a B2 level in English were asked to describe four previously unseen photographs in English to the same native speaking teacher of English as a Foreign Language via Skype, a free web-based videoconferencing tool. The interactions were recorded using dynamic screen capture software and analysed with ELAN, a sound and video annotation tool.