This pilot study examines how trainee language teachers use the different semiotic resources available to them during webconferencing-supported interactions to give task instructions. The sub-corpus examined is taken from the ISMAEL corpus (Guichon et al., 2014) that structured interaction data from a six-week telecollaborative exchange between trainee teachers of French and learners of French, who majored in Business. The study explores, firstly, how the corpus of synchronous CMC interactions was structured in order to be used by researchers who were not involved in the pedagogical project. Secondly, we will describe how the interactions were transcribed with reference to a multimodal interactional analysis approach. Thirdly, a sequential analysis of two trainee teachers' instruction-giving practices for a role-play task will be presented. The aim of the pilot study is to determine whether research and pedagogical leads emerge that warrant a larger investigation of the corpus with relation to multimodal instruction-giving practices.