Many of the practices constructed in conventional classroom settings no longer speak to the students of today, and thus don t trigger their participation. For this generation, accustomed to the highly semiotized discourses and the interactivity of the TV and computer screens, the conventional school seems to be neither appealing nor challenging. This research arises from the association of this scenario with the lack of interest and engagement of many students in the classes of English as a foreign language (EFL), in the context in which I work - a federal institution located in Rio de Janeiro. By means of an action research, this study raises reflections upon the effects of the implementation of a set of pedagogical and discursive procedures, guided by the perspective of multiliteracies, in a ninth-grade class of intermediate level of English from a junior high school. Based on a dialogical conception of language and a sociointeractional view of teaching-learning, it is intended to contribute to a better understanding of how this proposal can favor the redefinition of interaction in the EFL class. Such proposal envisages the promotion of a more collaborative teaching-learning environment as well as a more spontaneous and effective participation of those students. The data were generated throughout the year of 2010 by means of audio recordings of media text talk. In light of the contributions of the Conversation Analysis and Interactional Sociolinguistics, four defining movements of the interactional game have been identified. The analysis pointed out that the achievement of a participatory classroom is a joint construction and demands changes in actions, practices and typical rules that lead interaction and communication between teachers and students. It also emphasized that learners take a more active role when encouraged to participate in the management of the activities, mainly tasks that involve peer or small group interaction and discussions of thought-provoking themes more related to their reality. It was noticed that the activities performed contributed in an effective manner to the consolidation of a more cooperative practice, which allowed not only the expansion of the students repertoire of meanings but also their knowledge schemata, taking them to develop a more reflective and critical attitude. This research finally showed that the use of different texts, particularly, videos from YouTube may be a way to approach the students and motivate them to participate more actively, and thus triggering a process of redefining the teacher-students roles and contributing to the gradual redescription of the classroom interaction model. This happens due to the array of current themes offered by YouTube coupled with the fascination that screens exert on the young. Within the main changes observed, the ones that stand out are the broadening scope of participation and cooperation among learners, giving them a more active and autonomous role, that is, the one of active participants in the interaction, which is confirmed by turn-taking, self-selection and back-channeling of the turns of talk and by the attention driven to classmates talk. As to the teacher s role, it has been observed the consolidation of a more decentralizing class management, expressed by the reduction of his discursive dynamics and his role as a mediator or observer of the interaction process.