Internalizing Interactions
Datos Bibliográficos
| ID | 22335386 |
|---|---|
| Autores | Nicholas Carr (0000-0002-4948-6473, Deakin University, autor de correspondencia) |
| Año | 2022 |
| Volumen | 8 |
| Número | 2 |
| Páginas | 180-205 |
| Fecha de publicación | 2022-03-23 |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Language and Sociocultural Theory (JOURNAL) |
| Identificadores de la revista | ISSN: 2051-9699 • E-ISSN: 2051-9702 |
| Editorial | University of Toronto Press Inc. (UTPress) (PUBLISHER) |
| DOI | 10.1558/lst.19232 |
| OpenAlex | W3213181954 |
| Idioma | EN |
| Citas recibidas | 1 |
| Referencias citadas | 32 |
This study uses Activity Theory to explore how knowledge is constructed during peer-to-peer interactions and how this knowledge is used in individual output. Adopting a case study approach, two participants collaboratively processed feedback on jointly produced texts on four occasions. Data were collected through video recordings of participants processing feedback; collaborative writing tasks; individual writing and speaking tasks; and retrospective interviews. I investigated how participants used their dominant language and an inanimate expert (such as online dictionaries) to construct knowledge when responding to feedback, and then examined individual output to explore how this knowledge was drawn upon in similar, but not identical, tasks. Findings indicate use of the dominant language and an inanimate expert was interdependent with other aspects of the activity, in particular the rules and language learning beliefs. While participants’ individual output indicates this knowledge was drawn upon, it also shows that not all learning was evidenced in output
Cognitive psychology · Interdependence · Mathematics education · Natural language processing · Peer feedback · Computer Science · EFL/ESL Teaching and Learning · Innovative Education and Learning Practices · Psychology · Student Assessment and Feedback
Activity Systems Analysis Methods
Learning by Expanding
Second Language Acquisition Processes in the Classroom
Collaborative writing tasks in the L2 classroom
Activating the ZPD
Talking it through
Learners’ Processing, Uptake, and Retention of Corrective Feedback on Writing
Expansive Learning at Work
The Importance of Interaction in Classroom Language Learning
Peer Interaction and Learning in Multilingual Settings From a Sociocultural Perspective
Private speech
The Role of Dialogue in Activity Theory
Reformulation
Revisiting Teacher Feedback in EFL Writing from Sociocultural Perspectives
Talking Yourself into Spanish
The Fallacy of Decontextualization
| Citas por año | 0,33 |
|---|---|
| Intervalo de citas | 2023 - 2023 (1) |
| Altamente citado | No |