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Using Activity Theory to Explain Differences in Patterns of Dyadic Interactions in an ESL Class

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References

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2008The Contribution of Collaborative and Individual Tasks to the Acquisition of L2 Vocabulary277 cited
2010

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The zone of proximal teacher development

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2012Identity in activity: Examining teacher professional identity formation in the paired-placement of student teachers202 cited

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2014Vocabulary learning in collaborative tasks: A comparison of pair and small group work118 cited

2014Understanding EFL students’ participation in group peer feedback of L2 writing: A case study from an activity theory perspective106 cited

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2012Collaborative Dialogue in Learner–Learner and Learner–Native Speaker Interaction98 cited

2013Trends in Language Acquisition Research96 cited

2017Explaining dynamic interactions in wiki-based collaborative writing95 cited

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