Silence in classrooms is an undervalued and understudied phenomenon. There is limited research on how teachers behave and think during teachers’ silence in lessons. There are also methodological constraints due to the lack of teacher’s talk during silence. This study used eye-tracking technology to visualize the noticing patterns of two science teachers during silence lasting more than three seconds. Using video data recorded from cameras and eye trackers, we examined each silent event and interpreted teachers’ perceptions and interpretations with consideration of eye fixations, actions of students and teachers during the silence, and teachers’ actions immediately after they broke the silence. We further examined expert-novice differences in teachers’ use of silence. Four categories of teachers’ silence were identified: silence for (1) preparing the classroom for learning; (2) teaching, questioning, and facilitating learning; (3) reflecting and thinking, and (4) behavioural management. Expert-novice differences were identified, especially in the teachers’ use of silence for approaches to teaching, reflection, and behavioural management. The novel contribution of this paper lies in the characterization of silences as observed in actual classroom settings as well as the methodological innovation in using eye trackers and video to overcome the constraints of lack of talk data during silence.

This research explains how unexpected and uncontrollable chance events can facilitate or constrain competitive advantage in sport, through a study of Iran in five weight division-specific sports (i.e. weightlifting, wrestling, taekwondo, judo and boxing). The analysis relied on data collected from 25 semi-structured interviews. The study identifies six types of chance events impacting elite sport – economic crises, sport-specific crises, diplomatic tensions with foreign countries, political decisions by foreign governments, technological discontinuities, and new policies and rules of international governing bodies. The contributions of this paper to the literature reside in the identification of crises as a major type of chance events and the discovery of some chance events specific to elite sport.

Online peer feedback plays a critical role in collaborative learning. This process improves learning and helps both giver and receiver develop and refine their metacognitive knowledge. A deeper examination of the feedback types, specificity, and affective nature is needed to understand its impact on collaborative knowledge improvement. A mixed-method study was conducted to examine how online peer feedback supported collaborative knowledge improvement in a computer-supported collaborative learning (CSCL) environment. How the different types of formative peer feedback, the specificity and affective nature of the peer comments supported pre-service teachers' in improving their TEL design were examined. The results showed that the peer feedback supported pre-service teachers in improving the quality of TEL design measured by the TPACK framework. It was found that feedback that raised concerns about the work and suggestive feedback facilitated the further improvement of the work. Elaborated feedback rather than verification feedback with short responses also affected the responses to the feedback. The implications on how online peer feedback support collaborative knowledge improvement are discussed.

Peer feedback is known to have positive effects on knowledge improvement in a collaborative learning environment. Attributed to technology affordances, class-wide peer feedback could be garnered at a wider range in the networked learning environment. However, more empirical studies are needed to explore further the effects of type and depth of feedback on knowledge improvement. In this mixed method research, 38 students underwent a computer-supported collaborative learning (CSCL) lesson in an authentic classroom environment. Both quantitative and qualitative analyses were conducted on the collected data. Pre- and post-test comparison results showed that students’ conceptual knowledge on adaptations improved significantly after the CSCL lesson. Qualitative analysis was conducted to examine how the knowledge improved before and after the peer feedback process. The results showed that the class-wide intergroup peer feedback supported learners, with improvement to the quality of their conceptual knowledge when cognitive capacity had reached its maximum at the group level. The peer comments that seek further clarity and suggestions prompted deeper conceptual understanding, leading to knowledge improvement. However, such types of feedback were cognitively more demanding to process. The implications of the effects of type of peer feedback on knowledge improvement and the practical implications of the findings for authentic classroom environments are discussed.

Background
To support collaborative drawing, it is essential to investigate how students make collaborative drawings and how these contribute to elaborating their ideas. This study examines how 5th and 6th grade students’ group drawings contributed to increased levels of explanations of their drawings about sound transmission.

Methods
We analyzed two cases of group drawing processes, that showed a large difference in the explanatory levels in their drawings, to find discourse patterns and visualized these patterns through discourse maps in relation to the progressions of drawing.

Findings
In the first case, the students successfully co-constructed sound transmission drawings following Demand-Give-Acknowledge patterns. The students continuously questioned how to visualize particles’ vibration, used multimodal resources to generate alternative drawings, and determined most scientific drawings. In the second case, the students did not reach consensus on how to visualize particles’ vibrations, following repetitive patterns of Give-Refute. While the teacher intervened and mediated student’s conflicting ideas, the students did not generate any alternative ideas.

Contribution
This study illustrates in close detail how the process of multimodal transactive discussion contributed to conceptual understanding during collaborative drawings. The discourse map may be instrumental to analyze students’ collaboration systematically and devise pedagogical approaches.

Narrative skills play an important role in children’s reading, communication, and critical thinking. Most studies on narrative skills are based on monolingual children from middle- to upper middle-class populations and few have examined bilingual children’s narratives outside of the western context. These factors may impose different sociocultural influences on children’s storytelling abilities. The current study focuses on English–Mandarin bilingual children in Singapore and explores: (1) how English–Mandarin bilinguals apply their Mandarin lexical-grammatical proficiency to a given narrative task and (2) the compensatory strategies they employ in their Mandarin narratives. Data was obtained from 186 K1 pre-schoolers (85 boys and 101 girls) aged four to five. Children’s Mandarin narrative skills were assessed with the Multilingual Assessment Instrument for Narratives (MAIN; Gagarina et al. in ZAS Pap Linguist 56:155–155, 2012. https://doi.org/10.21248/zaspil.56.2019.414). Their macrostructural knowledge (e.g., story grammar) was scored with the MAIN coding scheme, and their microstructural knowledge (e.g., mean length of utterance) was calculated with CLAN. Children’s Mandarin lexical-grammatical proficiency (i.e., receptive vocabulary, receptive grammar, and semantic fluency) was assessed with standard tests. The results indicate that compared to children’s microstructural knowledge, their macrostructural knowledge was more influenced by their Mandarin competence. Children used a variety of strategies to compensate for their limited Mandarin competence, and the most frequently used ones were generalisation (e.g., all classifiers of nouns were “个”), codeswitching (at both the word and sentential levels), and sentential structural transfer.

Eye-tracking has become increasingly popular in second language (L2) research. In this study, we systematically reviewed 111 eye-tracking studies published in 17 L2 journals to explore the application and replicability of eye-tracking technology in L2 research. The results revealed eight areas of application of eye-tracking in L2 research, among which grammar and vocabulary were the most frequently examined lines of inquiry. We also identified three types of cognitive mechanisms investigated in L2 eye-tracking studies: attention, higher cognitive processes, and cognitive load. Attention was predominantly measured via fixation temporal indices, while higher cognitive processes were frequently measured by using fixation count and fixation temporal measures. In addition, the measures adopted to assess cognitive load mainly depended on the task type. Finally, with respect to the replicability of the studies, transparent reporting practices were evaluated based on 33 features of replicable studies. We found that more than 95% of the reviewed studies reported less than 70% of the information essential for future replication studies. We suggest that the reporting of the information critical to conducting replicable L2 eye-tracking research needs improvement in transparency and completeness. The implications of this study are discussed.