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This study investigates how to facilitate smoother L2 interactions with overlaps (simultaneous talk by two or more participants) for Japanese EFL learners using multimodal analysis focusing on their gazing behavior and hand gestures accompanying verbal communication. The analysis examines the management of overlaps in student-student L1 interactions by comparing topic-based and task-based dialogues in English and Japanese. Analyzing nonverbal features accompanying verbal ones is effective for instructing L2 learners to appropriately and collaboratively manage overlaps. The significance of this study is that it presents a teaching method to encourage L2 learners’ pragmatic awareness using explicit and implicit instructions.