Effects of mobile-supervised question-driven collaborative dialogues on EFL learners' communication strategy use and academic oral English performance.

This study investigated the effects of mobile-supervised question-driven collaborative dialogues (QDCDs) on reducing lower-intermediate-level English as a foreign language (EFL) participants' tendency of their first language (L1) use in academic collaborative dialogues and on improving their academic foreign language (L2) oral performance. Throughout a whole semester, one group ( = 20) was involved in a mobile-supervised QDCDs intervention and a control group ( = 26) was involved in QDCDs with no supervision. Three semi-open-ended and three closed-ended academic questions were used to elicit pre-and post-study oral performance data from the participants.