Although regulation has become a critical method to improve the effect of collaborative writing in L2 classes, it is still not clear how the regulation activities influence peer interactions, which is important for improvement of regulation itself. This case study examined dynamic interactions of several small teams of ESL students when they…

Computerized dynamic assessment (C-DA) brings the rationality of assessment-instruction integration behind dynamic assessment (DA) into computerized context through the presentation of electronic mediations (Poehner). This study attempts to unravel L2 learners' actual/developed ability and learning potential in a C-DA reading comprehension context…

Research on preparing language teachers for blended teaching of summary writing, a mix of on-site and online instruction for college students to grasp the gist of the texts, is scarce in higher education. This study examined the problems encountered and solutions proposed by six language teachers, who altogether instructed 214 college students on…

This article describes the rationale for pedagogical, technological and organisational choices in the design of a virtual learning environment (VLE) for an upper-intermediate Spanish course with regard to the roles of participants (tutors, moderators and learners). We report on findings from a preliminary evaluation of the interaction between the…

The flexible language learning system we have devised at our university combines different elements: individual work on a virtual learning environment, pair-work and counseling sessions. The implementation of the system involves a new conception of the different "actors" roles. Teachers become tutors or counselors with new specific…