This research looks at the potential of peer interaction practices in improving narrative competence by analyzing the efficacy of peer learning on children's oral narrative productions. Gains on a macro-level (structure and coherence of the narrative) and a micro-level (cohesion of the narrative) were analyzed. Fifty-six primary school children…

Blogs are considered to have made an intervention in many English as a foreign language contexts. The architecture of the platform is thought to give authorship, a readership, and ownership of one's work, and encourage collaborative learning. The present chapter focusses on an exploratory research study which took place in a private language…

Automated Writing Evaluation (AWE) systems have been found to enhance the accuracy, readability, and cohesion of writing responses (Stevenson & Phakiti, 2019). Previous research indicates that individual learners may have difficulty utilizing content-based AWE feedback and collaborative processing of feedback might help to cope with this…

This study examines the distribution of peer review in face-to-face and mobile-mediated peer review groups and their effects on students' revision skills and academic writing development. Seventy-two first-year English for academic purposes (EAP) students participated in an 18-session IELTS academic writing course in a Canadian university the…

Collaborative problem solving in computer-supported environments is of critical importance to the modern workforce. Coworkers or collaborators must be able to co-create and navigate a shared problem space using discourse and non-verbal cues. Analyzing this discourse can give insights into how consensus is reached and can estimate the depth of…

In this article, "havruta," the dominant strategy for textual higher learning where pairs pour over texts slowly to decipher and argue about the meaning with each other, is explored as an appropriate pedagogy. The author describes how to facilitate interpersonal and textual skills in the middle school and high school classrooms. Texts…

As Computer-Supported Collaborative Learning (CSCL) gains a broader usage, the need for automated tools capable of supporting tutors in the time-consuming process of analyzing conversations becomes more pressing. Moreover, collaboration, which presumes the intertwining of ideas or points of view among participants, is a central element of dialogue…

This paper describes shadow-reading, a pedagogical technique aimed at fostering reading comprehension and retention in second (L2) or foreign language (FL) classrooms. The technique is an adaptation of "conversational shadowing," a procedure which requires listeners to repeat what their interlocutors say in an attempt to remember the…

This article describes a cooperative writing response initiative designed to develop writing skills in foreign/second-language contexts (hereafter L2). The strategy originated from my desire to cater for my learners' need to become better writers in English within a constrained educational environment in Argentina. In this article I describe this…

As part of an intervention project to encourage exploratory talk with young children in mathematics, it was found that, although the children did not engage fully in reasoning, the intervention had supported some children in developing more cohesive discourse. The cohesion was evidenced through the children's use of deictic words, in particular…

This article examines how to promote university students' engagement in learning by means of instructor-initiated English as a foreign language (EFL) writing groups. The research took place in Rwanda and was undertaken as a case study involving 34 second-year undergraduate students, divided into 12 small working groups, and one instructor. The…

Capabilities and biases of learning technologies are examined in light of four widely accepted principles: deep content knowledge, dialogue, agency, and collaboration. Software that supports these principles must focus students' attention on ideas rather than topics or tasks and should foster high levels of "epistemic agency," providing students…

Building on the framework of Peters and Armstrong's (1998) three Types of Teaching/Learning, this article explores the use of dialogue to foster a collaborative and democratic learning experience. There are three conditions under which dialogue can be facilitated as a part of the collaborative learning experience: (a) intent, (b) a dialogical…