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Jacob D. Richter – Composition Forum, 2024
This article offers composition theorists and practitioners insight into how social media pedagogies can help support the development of distributed expertise in writing classrooms. Reporting on the findings of an IRB-approved qualitative case study, this article showcases how students learning from and alongside one another in a Slack social…
Descriptors: Social Media, Writing (Composition), Introductory Courses, Teaching Methods
Christina M. Nishiyama – ProQuest LLC, 2023
As technology continues to change human interactions, it has become increasingly important to create computer supported collaborative learning (CSCL) environments that enhance perspective taking to support constructive groupwork. To meet these aims, this study examined perspective taking before and after a social annotation activity that…
Descriptors: Questioning Techniques, Teaching Methods, Perspective Taking, Cooperative Learning
Marla J. Lohmann; Kathleen A. Boothe – Journal of the American Academy of Special Education Professionals, 2024
Discussion boards are a common component of asynchronous online courses. While many teacher preparation courses utilize traditional text-based discussion boards, university faculty are increasingly designing innovative approaches to asynchronous online discussions. There is significant research regarding the effectiveness of varied discussion…
Descriptors: Discussion (Teaching Technique), Learner Engagement, Discussion Groups, Online Courses
Abe, Makoto – Language Learning & Technology, 2023
How online interactants advance their talk in written interactions has been extensively investigated in different areas, including language learning. Applying a conversation analysis technique, this study examined how second language (L2) learners managed topics in L2 task-based text-chat interactions and the effects of L2 proficiency on their…
Descriptors: Second Language Learning, Second Language Instruction, Language Proficiency, Discourse Analysis
Ho, Pham Vu Phi; Phung, Luong Thi Kim; Oanh, Tran Thi Thuy; Giao, Nguyen Quang – International Journal of Instruction, 2020
Many studies in literature have compared peer e-feedback/comments to traditional peer feedback/comments to see whether one medium of providing feedback should replace the other. However, few studies investigated to see whether two modes of commentary activities positively affected the students' writing quality, instead of just comparing one to…
Descriptors: Foreign Countries, Peer Evaluation, Feedback (Response), Computer Mediated Communication
Kourtali, Nektaria-Efstathia – Language Learning & Technology, 2022
The role of recasts, a corrective feedback technique, has received much attention from instructed SLA researchers. While a variety of factors have been identified as influencing their effectiveness in facilitating uptake and L2 development (e.g., learners' age and level of proficiency), the role of mode of interaction has been the object of…
Descriptors: Teaching Methods, Computer Mediated Communication, Second Language Learning, Second Language Instruction
Zhang, Danyang; Wu, Junjie Gavin – TESL-EJ, 2023
English language education nowadays is not merely about the instruction and acquisition of linguistic knowledge and skills. Instead, it has progressed to the real-life applications of the target language, which further requires a mastery of cultural knowledge and skills. In terms of culture, English as a Foreign Language (EFL) learners, compared…
Descriptors: Cultural Awareness, Teaching Methods, Student Projects, Active Learning
Han, ZhaoHong, Ed. – Multilingual Matters, 2019
This volume sheds empirical light on Complex Dynamic Systems Theory (CDST) by providing five sets of analyses of two longitudinal, interactional datasets, involving two dyads exchanging emails over one academic semester. The collective study on CDST is the first of its kind, in that it delves into multiple subsystems of learner language,…
Descriptors: Profiles, Second Language Learning, Second Language Instruction, Systems Approach
Carter, Ronald; McCarthy, Michael – Applied Linguistics, 2017
This article synthesises progress made in the description of spoken (especially conversational) grammar over the 20 years since the authors published a paper in this journal arguing for a re-thinking of grammatical description and pedagogy based on spoken corpus evidence. We begin with a glance back at the 16th century and the teaching of Latin…
Descriptors: Oral Language, Grammar, Language Research, Latin
Oliver, Rhonda; Nguyen, Bich – Canadian Modern Language Review, 2017
In this study, we explore how Aboriginal multilingual speakers use technology-enhanced environments, specifically Facebook, for their translanguaging practices. Using data collected from Facebook posts written by seven Aboriginal youth over a period of 18 months, we investigate how the participants move between Aboriginal English (AE) and Standard…
Descriptors: Foreign Countries, Code Switching (Language), Social Media, Indigenous Populations
Nobre, Ana Maria de Jesus Ferreira – Tuning Journal for Higher Education, 2018
Teaching and learning a foreign language at a distance implies many challenges, namely regarding oral skills. At Universidade Aberta (the Portuguese Open University), and taking into account its virtual pedagogical model (Pereira, 2007) and the Common European Framework of Reference for Languages (Alves, 2001), we suggest curricular paths which…
Descriptors: Second Language Learning, Second Language Instruction, Teaching Methods, Web 2.0 Technologies
Denton, Philip; Rowe, Philip – Assessment & Evaluation in Higher Education, 2015
Electronic marking tools that incorporate statement banks have become increasingly prevalent within higher education. In an experiment, printed and emailed feedback was returned to 243 first-year students on a credit-bearing laboratory report assessment. A transmission approach was used, students being provided with comments on their work, but no…
Descriptors: Feedback (Response), Educational Experiments, Written Language, Electronic Mail
Samburskiy, Denis; Quah, Joy – CALICO Journal, 2014
This design-based research study investigates the instructional moves employed by novice online tutors to provide form-focused feedback to Belorussian college-level English language learners during written interactions in an online asynchronous language course. The investigation focused on the amount and effectiveness of implicit and explicit…
Descriptors: Feedback (Response), Asynchronous Communication, Online Courses, Language Teachers
Mancilla, Rae L.; Polat, Nihat; Akcay, Ahmet O. – Applied Linguistics, 2017
This manuscript reports on a corpus-based comparison of native and nonnative graduate students' language production in an asynchronous learning environment. Using 486 discussion board postings from a five-year period (2009-2013), we analyzed the extent to which native and nonnative university students' writing differed in 10 measures of syntactic…
Descriptors: Native Speakers, English (Second Language), Second Language Learning, Written Language
Dahlberg, Giulia Messina; Bagga-Gupta, Sangeeta – Language Learning & Technology, 2016
The study presented in this article explores the ways in which discursive-technologies shape interaction in "digitally-mediated" educational settings in terms of affordances and constraints for the participants. Our multi-scale sociocultural-dialogical analysis of the interactional order in the online sessions of an "Italian for…
Descriptors: Sociocultural Patterns, Grammar, Literacy, Introductory Courses
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