As live online lectures evolve into a unique, re‑mediated genre, teachers need to effectively manage verbal, visual, gestural, and digital modes – collectively referred to as multimodal interactional competence (MIC). This chapter discusses a reflexive, RE–GROW–based coaching approach aimed at enhancing English-medium instruction (EMI) teachers’ MIC awareness and improving their synchronous teaching methods. In a 15‑week case study involving an MBA teacher, we used multilayer ELAN annotation, automated Facial Action Coding System (FACS) emotion coding, wait‑time measurement, and chat participation metrics to monitor changes from pre‑ to post‑intervention. Results indicated notable improvements over time (pre- to post-intervention): camera‐directed gaze, average wait time doubled; strategies for managing repair silences, chat contributions promoted by anonymous polling and unique participants. These longitudinal changes shift the discourse from merely mapping multimodal resources to the design and assessment of MIC development interventions. We conclude that MIC can be acquired rather than being just an innate skill, and we propose a replicable model for integrating multimodal analysis with structured coaching in teacher training programs.