The purpose of this study was to explore the development of students' engagement in oral interactions using conversation analysis (CA, hereafter) tools. A qualitative design of a CA approach was used to understand the role of conversation analysis. Here, CA was used both as a data gathering tool and an analysis technique. Oral tasks were provided to 15 participants of the study prior to the intervention. The participants were taught conversational features using CA-based treatment to develop their knowledge and skills regarding oral interactions in English for four consecutive months. Their oral productions were recorded and analyzed using a CA transcription convention to identify students' difficulties in engaging in oral interactions. In the post-intervention phase of the study, oral productions of the participants were also recorded using audio/video devices and analyzed from the CA perspective. The findings showed that the participants exhibited improvements in their engagement in oral interactions. An increased use of conversational strategies and repairs in the post-intervention phase of the study is evidence of the development of their engagement in oral interactions. The participants also developed knowledge of the use of spoken grammar in oral interactions. Therefore, a CA-based treatment seems to have significant implications for the teaching of oral English skills.