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Introduction: There is an increased acceptance and demand for online and mobile health (mHealth) interventions to support physical and mental health problems. However, the uptake and engagement of these interventions is relatively low and the evidence base for these interventions requires continual updating in line with technological advances. A systematic review was conducted, focusing on anxiety and depression, to explore the existing evidence base of both physical health and mental health mobile applications. The first research paper explores the acceptability of mHealth interventions for both mental health and physical health problems. The final research paper explores use and strategies when searching for mental health information online. Additionally, perceived quality, sentiment and barriers to online health information was explored. Methods: Studies were identified by searching for articles published between January 2008 and January 2016. Databases included: PsycINFO, MEDLINE, CINAHL PLUS and the Cochrane Central Register of Controlled Trials for 2016. In the research articles, 218 people completed an online survey in January 2016 exploring, online health seeking for mental health and physical health problems, and acceptability of mHealth interventions. Sentiment of online health resources was explored by extracting 432 individual tweets from Twitter. Results: The systematic review revealed twenty-seven studies for inclusion; 10 with a physical health focus and 17 with a mental health focus. Targeted depression applications have the superior evidence base; however, no firm conclusions can be made regarding interventions that targeted physical health, or those measuring anxiety. The first research paper found that face-to-face therapy would more likely meet expectations for treatment of both physical and mental health problems compared to mHealth interventions. Computerised interventions were more likely to meet expectations than mobile applications. Expectations of treatment were higher for the treatment of mental health problems than physical health problems. The second research paper found that a large proportion of the public use the internet to search for information on mental health, with half citing it as their primary source for mental health information. The online survey found that the quality of mental health information available on the internet was rated favourably, compared to mobile applications. Overall, the sentiment towards specific online mental health resources was generally positive. Conclusions: Research into online and mHealth interventions has developed considerably in recent years in line with advances in technology. These interventions have the potential to be an effective treatment of common mental health problems. The systematic review highlighted that depression applications are more established and effective than applications targeting anxiety. The first research paper suggests that mHealth interventions fall short of public expectations for treatment of health problems. The final research paper reflects that the perceived quality of online mental health information is rated favourably. However, many barriers still limit uptake. Future research could focus on continually developing and evaluating evidence based online and mHealth interventions and the outcome of this study suggests that incorporating them more widely into existing care systems, alongside face to face interventions could increase the public’s confidence in these interventions.

In communicative and task-based classrooms learners spend much of their time in interactions with one another, and it is through the practices of small-group and pair work that many learners experience language education. The present study aims to shed light on what learners do when engaged in these small-group interactions in Japanese university EFL classrooms. In particular, the study aims to shed light on the relationship between identities, interaction practices and potentials for learning. One of the motivations for doing this project is that, while much research has investigated teacher-student interactions, less attention has been paid to peer interactions in the classroom, and our understandings of learners' interactions with one another are arguably less developed than our understandings of their interactions with the teacher. The findings of this study should be of interest to practicing teachers who wish to gain insights into how learners in small groups organize their classroom practices, as well as researchers investigating classroom interaction. Analysing two groups of 15 participants over one university semester, the approach that I adopted was informed by the methodological framework of Multimodal Interaction Analysis, which combines moment-by-moment analysis of interactions with an ethnographic approach to data collection. The interaction analysis also made use of concepts and tools from Conversation Analysis. This allowed me to come to understandings not only about the structure of classrooms interactions, including turn-taking and repair practices, but also about the learners as social beings. The study found that participants often followed predictable turn-taking practices in small-group interactions, which gave the interactions a fairly 'monologic' character. However, it also found that, over the course of the semester, certain participants began to perform off-task personal conversations in English, which more resembled the sort of conversational talk found outside of the classroom. These conversations provided students with opportunities to negotiate meaning in more dialogic interactions in which they performed a wider range of actions, which also included some use of the L1. I argue that this personal talk can play an important role in the language classroom, and suggest that teachers may need to rethink attitudes to off-task talk and also to learners' use of the L1 in the classroom. This was a localized study of just two groups of learners, and further research would thus be needed to confirm how far we can generalize these findings. Furthermore, more research is needed to investigate whether or not the learning opportunities provided in off-task classroom conversations actually do lead to long-term learning.