Abstract
Informed by Vygotskian sociocultural theory, this study is an exploration of the factors that contribute to the effectiveness of collaborative dialogue when learning second language (L2) form. The learning of one male Qatari undergraduate English as a foreign language (EFL) learner was traced as he interacted with three different partners to complete three different form-focused tasks over a period of five weeks. The grammatical structure targeted was the simple past passive. An analysis of the participant's interactions reveals that the efficacy of collaborative dialogue can be influenced by a number of factors, including: the learners’ linguistic knowledge and abilities, the learners’ ability to create and maintain an intersubjective space, and the sensitivity of mediation provided. This study contributes to a greater understanding of how L2 learning occurs within classroom interaction.
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