This study aims at investigating the kinds of turn-taking mostly used by EFL learners, how the turn-takings are portrayed as a process of EFL learning, and how the EFL learners differ in making their turn-takings according to their gender. This study was qualitative in nature, using 10 members of English Club of English department students,…

This paper continues the discussion about student-driven, interactive learning activities in higher education. Using object-oriented activity theory, the article explores the relational aspects of reflexive practice as demonstrated in five online discussions groups to develop students' conceptual understanding. The purpose of the research is to…

Video is currently used in many studies to document the interaction in conversation analytical (CA) studies on learning. The discussion on the method used in these studies has primarily focused on the analysis or the data construction, whereas the relation between data construction and analysis is rarely brought to attention. The aim of this…

This study reports how teaching using a systemic functional linguistics (SFL)-based appraisal system impacted English-as- a-foreign-language (EFL) students' reflective practices with text deconstruction and construction. Through qualitative content and discourse analyses of three focal EFL students'reading and writing performance, interviews, and…

Although successful collaborative learning requires socially shared metacognitive regulation (SSMR) of the learning process among multiple students, empirical research on SSMR is limited. The present study contributes to the emerging research on SSMR by examining its correlation with both collaborative learners' content processing strategies and…

In 2 separate studies, we found that college-age students learned more when they collaboratively watched tutorial dialogue-videos than lecture-style monologue-videos. In fact, they can learn as well as the tutees in the dialogue-videos. These results replicate similar findings in the literature showing the advantage of dialogue-videos even when…

Purpose: This paper aims to gather empirical evidence for what colleagues from different organizations reported they learned from informal professional learning conversations. Informal learning conversations with colleagues is a powerful yet understudied source of self-directed, professional development. Design/methodology/approach: This study of…

This study explores the themes in the talk of two mothers and daughters as they share a self-created story with an iPad app. Vygotsky's theory of learning is applied to inform a thematic analysis and help interpret the learning potential within the observed parent-child exchanges. A deductive-inductive thematic analysis identified three recurring…

Just as students need plenty of time to practice skills such as solving fraction problems, they also need time to practice the skills of discourse to become better communicators and stronger mathematicians. Embedded within discourse strategies are specific ways to maximize communication. When repeatedly practiced, students learn to listen to one…

Young Learners have less reinforcement to speak with others. One of the causes is the trend of formal or clumsy learning setting in emphasizing the speaking proficiency. Speaking based on the culture context also contribute them in increasing their motivation to express their ideas. "Casual style" as one of the language variations gives…

The goal of this article is to further our understanding of how learning opportunities are created in interactions. Based on a conversation analysis of peer interactions of foreign language learners, we investigate how the negotiation of expert positions among these learners affects this process. The focus of the analysis is on the relationship…

In previous work we reported robust collaborative learning for referential labels in patients with hippocampal amnesia, resulting in increasingly rapid and economical communication or "common ground" with their partners [Duff, M. C., Hengst, J., Tranel, D., & Cohen, N. J. (2006). "Development of shared information in communication despite…

Previous research on peer tutoring has found that students sometimes benefit academically from tutoring other students. In this study we combined quantitative and qualitative analyses to explore how untrained peer tutors learned via explaining and responding to tutee questions in a non-reciprocal tutoring setting. In support of our hypotheses, we…

The aims of this article are to address how learning is constituted and can be studied as a phenomenon in interaction and to discuss how teaching and learning are related. Theoretically, the article argues for and discusses constraints and affordances for relating sociocultural understandings of learning as changing participation to "conversation…

Background/Context: Research shows that teachers' understandings of students, subject, and teaching influence their classroom practice. Additionally, teachers' colleagues have a role in shaping individuals' approaches to teaching and their responses to reform. Focus of Study: To understand how interactions with colleagues support teachers'…