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What Influences Reflective Interaction in Distance Peer Learning? Evidence from four long-term online learners of French
16 references·1 citing·42 second hop
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References

  • 1994Situated Learning: Legitimate Peripheral Participation.39,454 cited
  • 1991Situated Learning33,773 cited
  • 1998Focus on form in classroom second language acquisition2,572 cited
  • 1997Interaction in the Language Curriculum: Awareness, Autonomy and Authenticity1,119 cited
  • 2001Introduction: Investigating Form‐Focused Instruction826 cited
  • 1985Non-native/Non-native Conversations: A Model for Negotiation of Meaning753 cited
  • 2001Changing Perspectives on Good Language Learners572 cited
  • 2001Cognitive underpinnings of focus on form522 cited
  • 2001Giving a virtual voice to the silent language of culture: The Cultura project347 cited
  • 1999An introduction to Metacognitive Knowledge and Beliefs in Language Learning: beyond the basics293 cited
  • 1993Consciousness Raising and Noticing through Focus on Form: Grammar Task Performance versus Formal Instruction284 cited
  • 2001The effectiveness of spontaneous attention to form280 cited
  • 2002Categorization of text chat communication between learners and native speakers of Japanese267 cited
  • 2002Web-based Cases in Teaching and Learning – the Quality of Discussions and a Stage of Perspective Taking in Asynchronous Communication222 cited
  • 1988

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The Role of Metacognition in Enhancing Learning
178 cited
  • 1995THE PSYCHOLOGY OF FOREIGN LANGUAGE VOCABULARY ACQUISITION: IMPLICATIONS FOR CALL153 cited
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    • 2005Attending to form and meaning: the experience of adult distance learners of French, German and Spanish22 cited