This article adopts learning-behavior tracking as a research methodology within conversation analysis for second language acquisition to investigate its applicability to track and document how learning opportunities through collaborative repair work are brought about and whether they lead to second language (L2) word learning. To this end, the study examines longitudinal video-recorded data from L2 Arabic dyadic conversations-for-learning beyond the classroom over 3 months. Findings highlight empirical and methodological contributions. First, the detailed analyses show that other-initiated repair of a vocabulary item by the first language (L1) conversation partner is found to create opportunities for learning and lead to learning when it is oriented to as worthy of teaching by the L1 speaker and as a learnable by the L2 learner. Second, the study demonstrates the applicability of the learning-behavior tracking model in illuminating learnables and teachables and providing evidence for whether learning has occurred as a result of being oriented to as such by both participants in real-time interaction.