Zubiri-Esnaola, H., Vidu, A., Rios-Gonzalez, O., & Morla-Folch, T. (2020). Inclusivity, participation and collaboration: Learning in interactive groups. Educational Research, 1-19. https://www.tandfonline.com/doi/full/10.1080/00131881.2020.1755605
Interaction, participation and collaboration are considered key factors in the acquisition of foreign language skills. SEAs such as Interactive Groups (IG) create favourable conditions in which these three factors are increased to ensure effective dialogic learning.
In summary, in the present study, the results evidenced the following:
-Through the IGs, children were encouraged to collaborate and support each other, even if their English level was very diverse. Thus, all students were able to participate actively in the tasks.
-Heterogeneity was shown to be a resource to foster dialogic interactions and facilitate the learning of the language.
-IGs would not work without the adult volunteers and their implication.
-IGs promoted the increase of learning expectations, even for students who were not showing improvements before.