This study aims at empirically measuring a universal criterion for materials evaluation, i.e., learning opportunities, in a locally- and a globally-designed materials. Adopting the conceptual framework of sociocultural theory and its conceptualization of learning as participation (Donato, 2000), the researchers utilized the methodological power of conversation analysis to examine how opportunit...

This study explores the notion of learner participation within the context of online language learning in virtual world platforms. Participation is discussed as learner interaction in the target language with reference, in particular, to Breen [1] and Lantolf [2] and as online learner activity as discussed by Bento and Schuster [3] and Hrastinski [4]. In addition, the study builds more specific...

Collaborative problem solving in e-learning can take in the form of discussion among learner, creating a highly social learning environment and characterized by participation and interactivity. This paper, designed a collaborative learning environment where agent act as co-learner, can play different roles during interaction. Since different roles have been assigned to the agent, learner will a...

Traditional e-learning uses information and communication technologies to facilitate participant connections, expand access, and provide learning opportunities not necessarily constrained by time or distance (e.g., Evans and Powell 2007). ee-Learning leverages e-learning technology with the philosophy and methodology of experiential education, promoting inquiring forms of community that engage ...

this paper investigates learner-initiated responses to english language teachers’ referential questions and learner initiatives after teachers’ feedback moves in meaning-focused question-answer sequences to analyze how interactional practices of language teachers, their initiation and feedback moves, facilitate learner initiatives. classroom discourse research has largely neglected learner init...

It is commonly argued that a key challenge for e-learning is to encourage learner participation. Even though this challenge has received increased attention by researchers, little effort has been put into developing a sound theoretical understanding of what online participation actually is and how it may be studied empirically. This paper examines the conceptions and research approaches that un...

This paper investigates learner-initiated responses to English language teachers’ referential questions and learner initiatives after teachers’ feedback moves in meaning-focused question-answer sequences to analyze how interactional practices of language teachers, their initiation and feedback moves, facilitate learner initiatives. Classroom discourse research has largely neglected learner init...