Research suggests that teachers' and students' engagement in formative assessment contributes to students' writing development by influencing both what and how students learn. However, while research exists on how teachers and students engage in formative assessment in traditional classroom settings, little work has examined the nature of…

Funded by a Scholarship of Teaching and Learning grant from a University in western Canada, this paper reports on findings from an educational design research study (McKenney & Reeves, 2012) investigating the ways, and the extent to which, particular technological supports and other interventions impacted the acquisition of academic writing…

This book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance. The volume is thus unique in its focus on the…