Mediating development in the EFL classroom: The case of Saudi learners’ use of collaborative dialogue

Framed within a sociocultural theory perspective of second language learning, the present study explored the impact of reasoning skills training on learners’ collaborative dialogue during EFL tasks, measured through the quantity, quality, and focus of Language-Related Episodes (LREs). A secondary focus was to investigate the effect of collaborative dialogue, supported by reasoning skills, on learners’ knowledge of target forms (i.e., past simple, past continuous, present perfect). Forty-five L1 Arabic university students of L2 English participated. Using a quasi-experimental design and (micro)genetic analysis, results from a mixed-design ANOVA showed that both the reasoning skills group (N=22) and control group (N=23) improved their test scores across three time periods (pre-test, post test, delayed post test). However, no significant difference was found between the two interventions. A Chi-square test revealed a significant difference in the LREs produced by the reasoning skills group compared to the control group, indicating a positive effect on collaborative dialogue. A qualitative analysis of eight participants from the reasoning skills group revealed how reasoning skills training facilitated development in learners' language knowledge and collaborative dialogue. The study’s practical contributions are discussed, highlighting the potential for integrating reasoning skills in second language teaching. Limitations and recommendations for future research, including exploring long-term effects and broader applications, are also addressed.