This inquiry employs conversation analysis to describe the sequential and functional link between text and speech turns in an English conversational lesson conducted in multimodal synchronous computer-mediated communication (SCMC) covering text and speech modes. Centering on repair sequences, it explores the relative timing of turns in each mode, the interactional practices that participants used to address timing disparity, and how both modes were employed to uphold the pedagogical and interpersonal aims of the encounter. The assay displays that synchronous timing between text and speech turns was infrequent. In time lags between text and speech turns, if the repair was a self-initiated other-repair initiated by the tutee, speech turns did not seem to orient to the time lag. In other types of repair, the tutor employed a range of practices to accommodate for the time lags, such as utmost slow speech tempo, pivot turns, and topic pursuits. The tutor also employed the silent and visual features of text to interpolate and project an upcoming teaching episode in the midst of unfolding topical talk. The results propose that multimodal SCMC is a holistic process in which the affordances of modes can be used dynamically and integratively to attain social actions.