In the context of Just-in-Time-Teaching (JiTT) and dialogic learning, this contribution shows how student participation in group discussions can be strengthened. Part of the presented setting is the preparation of the discussion through digitally supported reflection tasks. This is followed by a two-part discussion phase in which pre-service teachers of English as a foreign language first defend their own position and then adopt new perspectives through systematized written discussion inputs. Finally, they present the results of the group discussion and reflect on the learning process. The evaluation of student data shows, among other things, a quantitative and qualitative expansion of the spectrum of reflection. The setting fosters the professional development of future teachers by encouraging a reflective attitude toward their pedagogical practices.