The aim of this study is to examine and describe in what way student teachers use their own and others words meanings content in asynchronous dialogues as a collaborative learning activity in three web-based courses over a period of 60 weeks. The students’ contributions to the course assignments, the group responses and the collaborative discussions were analysed and interpreted based on Bakhti...

A key element of academic writing involves incorporation of external voices, which is a complex rhetorical and linguistic task. Student writers must face this challenge of using sources to strengthen their own arguments. Appraisal, specifically Engagement, provides a useful framework for analyzing source use in texts, as it considers evaluation and dialogic voicing. This article describes a sem...

This poster looks at dialogic learning in academic practice with the specific aim of the collaborative processing of texts. In identifying some shortcomings of these dialogic practices it introduces the notion of trialogic learning, and presents the results from a comparative study on the affordances of different asynchronous discussion tools to support a more content-oriented and trialogic for...

BACKGROUND Dialogic book-sharing is an interactive form of shared reading. It has been shown in high income countries (HICs) to be of significant benefit to child cognitive development. Evidence for such benefit in low and middle income countries (LMICs) is scarce, although a feasibility study of our own produced encouraging findings. Accordingly, we aimed to establish the impact on child langu...

The purpose of this study was to probe the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of Iranian EFL learners. The data were collected through the Survey of Reading Strategies (SORS) and a reading test to examine changes in metacognitive awareness and reading performance before and after the inte...

The purpose of this study was to probe the effect of metacognitive strategy instruction through dialogic interaction on the reading comprehension performance and metacognitive awareness of Iranian EFL learners. The data were collected through the Survey of Reading Strategies (SORS) and a reading test to examine changes in metacognitive awareness and reading performance before and after the inte...

The present study attempted to investigate how language teacher educators evaluated two current approaches: monologic or prevalent pedagogy which is widely practiced all across the world including Iran, and dialogic pedagogy which is theoretically established by Yakubinsky, Bakhtin, and Vygotsky. The study tried to understand, whether Iranian EFL teachers and teacher educators preferred to adop...

Work organisations face demanding challenges, such as expectations to be creative, innovative, agile, competitive, efficient and adept at using employees’ knowledge while understanding and taking care of employees’ wellbeing. Organisations are actively implementing new ICT systems and environments because they seem to increase the effectiveness of interaction and collaboration, workplace learni...