The current study sought to probe the role of CALL in language learning within the broader context of technology-mediated learning environments by analyzing the conversations between the learners and their peers and teachers. In order to serve this purpose, the study aimed to first analyze the interactions taking place in a CALL class and a virtual class, and then compare them with conversations in ordinary situations in terms of adjacency pairs. To this end, ten sessions of a CALL class were observed and recorded in an English institute in Yasouj, Iran, as the CALL class, and the same number of sessions were observed and recorded in an online English institute in the same context. The adjacency pairs were analyzed qualitatively, considering CA as the frame of reference. The in-depth analysis of data resulted in a couple of findings which indicated that the used adjacency pairs resembled those found in ordinary conversations. Moreover, it was found that question-answer adjacency pair is the most frequent type of adjacency pair in the two classes. Taken together, as compared with the studies carried out in natural settings, the conversations occurring in the two classes seemed to be natural to a great extent.