Many studies have examined the factors that influence second language interaction, such as task type and communication mode, i.e., face-to-face and computer-mediated communication through online mode. However, there is a paucity of research that has investigated the effects of task type on negotiation of meaning (NoM), a specific type of…

Multi-touch surfaces have the potential to change the nature of computer-supported collaborative learning, allowing more equitable access to shared digital content. In this paper, we explore how large multi-touch tables can be used by groups of students as an external representation of their group interaction processes. Video data from 24 groups…

This naturalistic, qualitative study examines the nature of child- and adult-led interactions in a children's museum. Using dialogic learning as a theoretical framework, the study examines how children and adults engage in interactions while learning at a museum. Findings suggest that children and adults are almost equally likely to lead…

A case study examines a 5th-grade teacher's orchestration of discourse and interaction to create opportunities for English language learners to participate in the repair of mathematical errors during a unit on finding the area of geometric shapes. The findings detail how the teacher used gestures in grounding her questioning, revoicing students'…

Focuses on communicative language-teaching (CLT), which holds that language-learning is learning to communicate and that it encourages students to communicate from the beginning. CLT creates communicative needs by implementing task-based activities in the classroom, e.g., self-introductions, obtaining information, and social small talk. (eight…

The article reviews recent theoretical and empirical research related to the role of communication in effective strategy training for instilling stable and general cognitive strategic skills in learning disabled students. Among implications discussed is the need for increased focus on the interactional dynamics of the strategy training situation…

This paper reviews selected findings from two traditions of educational research--process-product research and sociolinguistic research. The first research method generally focuses on the teacher and identifies teacher behaviors (processes) that correlate with student outcome measures (products). Sociolinguistic research focuses on communicative…

Analyzes teacher-fronted and pair interaction involving two learners of Japanese as a second language in an intermediate class. Shows learner-learner collaborative activity between these students of differing levels of proficiency that results in creative interaction that creates a positive learning environment. (57 references) (Author/CK)

Discusses the reaction of Vietnamese students to the spontaneous interaction and exchange that occurs in US classrooms. The article argues that teachers' lack of knowledge about their immigrant students' learning styles and strategies may result in teachers making inaccurate judgments about these students' classroom interaction behavior. (two…

Outlines a classroom-based action research project conducted in an Australian adult migrant English service class. The project explored the profiles and needs of disparate learner groups and trialed teaching and learning strategies, course design, classroom tasks and materials, classroom, interaction and learner groupings. (16 references) (Adjunct…

B. S. Bloom's theory of school learning states that three independent variables account for most of the variation in students' achievement: cognitive entry behaviors (CEB), affective entry characteristics, and the quality of instruction. These variables determine the nature of learning outcomes--level and type of achievement, rate of learning, and…