Discussion lists have gained a significant popularity in professional development research over the past few decades for the opportunity they provide for asynchronous interaction. This article presents findings from a small-scale case study that aimed at exploring the nature of teachers’ asynchronous exchanges in a discussion list. The data comprised the archived log of the messages in a Yahoo Group discussion list by five in-service English as a foreign language (EFL) teachers who volunteered to take part in a hybrid computer-assisted language learning (CALL) teacher education course in a state university in Iran. The discussion list was incorporated into the course to engage participants in professional dialogue on topics related to technology/CALL. During the initial data analysis, participants’ asynchronous exchanges were grouped as suggestions, questions, unclassified, answers, and delivery, drawing upon Oriogun and Cave’s (2008) SQUAD categorization, following the constant comparative method of analysis. Through a follow-up computer-mediated discourse analysis, cognitive, social, and teaching presence functional moves were identified in the data. Participants used the space not only for socializing and peer instruction but also for constructing knowledge. Despite an uneven pattern of contribution, asynchronous exchanges provided opportunities for knowledge construction at different levels of cognitive presence on topics ranging from technology tools and their affordances/constraints to computer-assisted language testing, materials development, and classroom management. The findings provide CALL teacher education researchers and course designers insights into the potential of asynchronous interaction for online and blended language teacher education.

中文翻译：

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讨论列表中的交互：探索教师在线协作中的认知、社交和教学存在

在过去的几十年里，讨论列表在专业发展研究中非常受欢迎，因为它们提供了异步交互的机会。本文介绍了一个小规模案例研究的结果，该研究旨在探讨讨论列表中教师异步交流的性质。数据包括雅虎集团讨论列表中的消息存档日志，由五名在职英语作为外语 (EFL) 教师自愿参加混合计算机辅助语言学习 (CALL) 教师教育课程。伊朗国立大学。讨论列表被纳入课程中，以使参与者就与技术/CALL 相关的主题进行专业对话。在最初的数据分析过程中，参与者的异步交流被分组为建议、问题、未分类、答案和交付，利用 Oriogun 和 Cave (2008) 的 SQUAD 分类，遵循不断比较的分析方法。通过后续的计算机介导的话语分析，在数据中识别出认知、社交和教学存在的功能动作。参与者不仅将空间用于社交和同伴指导，还用于构建知识。尽管贡献的模式不平衡，但异步交流为不同认知存在水平的知识构建提供了机会，这些知识涉及从技术工具及其可供性/限制到计算机辅助语言测试、材料开发和课堂管理等主题。