few, if any, studies have investigated the effect of professional experience as a rater variable and type of assessment as a task variable on raters’ criteria in the assessment of speech acts. this study aimed to explore the impact of nonnative teachers’ professional experience on the use of criteria in monologic and dialogic assessment of 12 role-plays of 3 apology speech acts. to this end, 60...

Few, if any, studies have investigated the effect of professional experience as a rater variable and type of assessment as a task variable on raters’ criteria in the assessment of speech acts. This study aimed to explore the impact of nonnative teachers’ professional experience on the use of criteria in monologic and dialogic assessment of 12 role-plays of 3 apology speech acts. To this end, 60...

This paper reviews the literature linking ICT to teaching thinking skills and advocates a new dialogic framework which has implications for practice. The main conceptualisations of the relationship between ICT and teaching thinking are described as, the computer as tutor, the computer as cognitive tool and the computer as support for collaborative learning. The computer supported collaborative ...

Dialogic reading is an evidence-based intervention to promote the language skills of 2and 3-year-old children. This study examined conditions under which dialogic reading could be implemented in a community setting. Three methods of instruction were compared: (a) in-person with video instruction in small groups, (b) self-instruction by video with telephone follow-up and, (c) self-instruction by...

abstract controversy has not been yet resolved among l2 researchers as how to enhance higher-order thinking skills (hotss) in efl contexts. responding to the growing need to foster thinking skills, many l2 educators have recently attempted to investigate the effect of diverse teaching strategies on hots. yet, few studies have focused on the infusion of gardner’s (1999) theory of multiple intell...

Abstract Controversy has not been yet resolved among L2 researchers as how to enhance higher-order thinking skills (HOTSs) in EFL contexts. Responding to the growing need to foster thinking skills, many L2 educators have recently attempted to investigate the effect of diverse teaching strategies on HOTS. Yet, few studies have focused on the infusion of Gardner’s (1999) theory of multiple intell...

This paper reviews the literature linking information and communications technology (ICT) to teaching thinking skills and advocates a dialogic framework which has implications for practice. The computer supported collaborative learning (CSCL) movement is critiqued for not always taking into account the radical implications of the concept of ‘dialogic’ which is the idea that meaning-making requi...

This commentary engages with essentially contestable questions raised by the School of the Dialogue of Cultures. It focuses on questions about how theory should relate to practice and how a "dialogic" approach can involve students in simultaneously rigorous and relevant academic discussions. Disciplines Education | Educational Psychology Comments Wortham, S. (2011). Wondering about dialogic the...

This study sought to promote EFL learners' speaking ability drawing on Bakhtin’s notion of dialogic discourse pattern (DDP) and to explore their perceptions towards implementing dialogic teaching (DT) in a speaking classroom. To this end, from the population of students in different language institutes, 47 students were selected based on a purposive sampling method. The data were collected at t...