Interaction research has come a long way since its beginnings nearly 25 years ago. The aim of this special issue is to demonstrate how the methodological boundaries of interaction research continue to be expanded with the use of new and interesting methodological angles and techniques. Our goal is to further our insights into the question that seems to be paramount in the interaction field at the moment—namely, how does interaction work to bring about positive effects on second language (L2) learning? The articles collected here suggest that new methodologies promise to open up avenues of research that will allow us to gain insights into the interaction-learning relationship