{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/101272"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/101272","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Learning language through collaboration","abstract":"This study explored the effects of meaning-focused and form-focused instruction on aspects of foreign-language learner’s spoken English, argument production, and attitude towards English use. Four freshman English classes (N=136) from a university in Taiwan participated in this quasi-experimental study. Two classes were randomly assigned to either the Collaborative Reasoning (meaning-focused instruction) condition or the Dictogloss (form-focused instruction) condition. Students in the two conditions discussed the same four topics, one topic per week, and each topic for a 60-minute class session. A battery of pre and posttests was administered, including an open-ended speaking task, attitude surveys, a standardized English test, and a reading fluency test. The major finding of the study was that students who had meaning-focused Collaborative Reasoning discussions increased their fluency in the posttest speaking task, while learners who participated in form-focused Dictogloss discussions had reduced fluency, after controlling for pretest fluency and other language proficiency measures. A corroborating finding is that Collaborative Reasoning students had higher posttest reading fluency than Dictogloss students, controlling for pretest reading fluency and other factors. The speaking fluency and reading fluency results suggest that Collaborative Reasoning students may have automatized core linguistic processes more than Dictogloss students. Overall, analyses of students’ talk suggested that meaning-focused instruction may nurture language performance that is more communicative, and form-focused instruction may foster language performance that is more restricted but accurate on target forms. The findings support the idea that conversational interaction is a foundation for language development. Evidence from this study suggests that incorporating meaning-focused instruction in the classroom could be one way of nurturing mastery of English as a communicative tool in an English-as-a-foreign-language context.","abstract_html":"This study explored the effects of meaning-focused and form-focused instruction on aspects of foreign-language learner’s spoken English, argument production, and attitude towards English use. Four freshman English classes (N=136) from a university in Taiwan participated in this quasi-experimental study. Two classes were randomly assigned to either the Collaborative Reasoning (meaning-focused instruction) condition or the Dictogloss (form-focused instruction) condition. Students in the two conditions discussed the same four topics, one topic per week, and each topic for a 60-minute class session. A battery of pre and posttests was administered, including an open-ended speaking task, attitude surveys, a standardized English test, and a reading fluency test. The major finding of the study was that students who had meaning-focused Collaborative Reasoning discussions increased their fluency in the posttest speaking task, while learners who participated in form-focused Dictogloss discussions had reduced fluency, after controlling for pretest fluency and other language proficiency measures. A corroborating finding is that Collaborative Reasoning students had higher posttest reading fluency than Dictogloss students, controlling for pretest reading fluency and other factors. The speaking fluency and reading fluency results suggest that Collaborative Reasoning students may have automatized core linguistic processes more than Dictogloss students. Overall, analyses of students’ talk suggested that meaning-focused instruction may nurture language performance that is more communicative, and form-focused instruction may foster language performance that is more restricted but accurate on target forms. The findings support the idea that conversational interaction is a foundation for language development. Evidence from this study suggests that incorporating meaning-focused instruction in the classroom could be one way of nurturing mastery of English as a communicative tool in an English-as-a-foreign-language context.","abstract_has_math":false,"creators":["Hsu, Judy Yu-Li"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Anderson, Richard C.","Bowles, Melissa A.","Christianson, Kiel","Foote, Rebecca K."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-09-04T20:46:53Z","date_published":"2018-09-04T20:46:53Z","updated_at":"2026-07-22T22:24:38Z","subjects":["language instruction, collaboration, EFL, SLA"],"languages":["en"],"rights":["Copyright 2018 Judy Yu-Li Hsu"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/101272","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Anderson, Richard C.","Bowles, Melissa A.","Christianson, Kiel","Foote, Rebecca K."]},{"key":"dc:creator","label":"Author","values":["Hsu, Judy Yu-Li"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2018-09-04T20:46:53Z","2020-09-05T09:15:26Z","2018-04-03","2018-05"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Psychology"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["language instruction, collaboration, EFL, SLA"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2018 Judy Yu-Li Hsu"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/101272"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["This study explored the effects of meaning-focused and form-focused instruction on aspects of foreign-language learner’s spoken English, argument production, and attitude towards English use. Four freshman English classes (N=136) from a university in Taiwan participated in this quasi-experimental study. Two classes were randomly assigned to either the Collaborative Reasoning (meaning-focused instruction) condition or the Dictogloss (form-focused instruction) condition. Students in the two conditions discussed the same four topics, one topic per week, and each topic for a 60-minute class session. A battery of pre and posttests was administered, including an open-ended speaking task, attitude surveys, a standardized English test, and a reading fluency test. The major finding of the study was that students who had meaning-focused Collaborative Reasoning discussions increased their fluency in the posttest speaking task, while learners who participated in form-focused Dictogloss discussions had reduced fluency, after controlling for pretest fluency and other language proficiency measures. A corroborating finding is that Collaborative Reasoning students had higher posttest reading fluency than Dictogloss students, controlling for pretest reading fluency and other factors. The speaking fluency and reading fluency results suggest that Collaborative Reasoning students may have automatized core linguistic processes more than Dictogloss students. Overall, analyses of students’ talk suggested that meaning-focused instruction may nurture language performance that is more communicative, and form-focused instruction may foster language performance that is more restricted but accurate on target forms. The findings support the idea that conversational interaction is a foundation for language development. Evidence from this study suggests that incorporating meaning-focused instruction in the classroom could be one way of nurturing mastery of English as a communicative tool in an English-as-a-foreign-language context.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2020-05-01","The student, Judy Yu-Li Hsu, accepted the attached license on 2018-03-30 at 14:40.","The student, Judy Yu-Li Hsu, submitted this Dissertation for approval on 2018-03-30 at 14:51.","This Dissertation was approved for publication on 2018-04-03 at 09:06.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12102 on 2018-08-31 at 17:25:43","Made available in DSpace on 2018-09-04T20:46:53Z (GMT). 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Four freshman English classes (N=136) from a university in Taiwan participated in this quasi-experimental study. Two classes were randomly assigned to either the Collaborative Reasoning (meaning-focused instruction) condition or the Dictogloss (form-focused instruction) condition. Students in the two conditions discussed the same four topics, one topic per week, and each topic for a 60-minute class session. A battery of pre and posttests was administered, including an open-ended speaking task, attitude surveys, a standardized English test, and a reading fluency test. The major finding of the study was that students who had meaning-focused Collaborative Reasoning discussions increased their fluency in the posttest speaking task, while learners who participated in form-focused Dictogloss discussions had reduced fluency, after controlling for pretest fluency and other language proficiency measures. A corroborating finding is that Collaborative Reasoning students had higher posttest reading fluency than Dictogloss students, controlling for pretest reading fluency and other factors. The speaking fluency and reading fluency results suggest that Collaborative Reasoning students may have automatized core linguistic processes more than Dictogloss students. Overall, analyses of students’ talk suggested that meaning-focused instruction may nurture language performance that is more communicative, and form-focused instruction may foster language performance that is more restricted but accurate on target forms. The findings support the idea that conversational interaction is a foundation for language development. Evidence from this study suggests that incorporating meaning-focused instruction in the classroom could be one way of nurturing mastery of English as a communicative tool in an English-as-a-foreign-language context.","Submission published under a 24 month embargo labeled 'Closed Access', the embargo will last until 2020-05-01","The student, Judy Yu-Li Hsu, accepted the attached license on 2018-03-30 at 14:40.","The student, Judy Yu-Li Hsu, submitted this Dissertation for approval on 2018-03-30 at 14:51.","This Dissertation was approved for publication on 2018-04-03 at 09:06.","DSpace SAF Submission Ingestion Package generated from Vireo submission #12102 on 2018-08-31 at 17:25:43","Made available in DSpace on 2018-09-04T20:46:53Z (GMT). No. of bitstreams: 2 HSU-DISSERTATION-2018.pdf: 1752613 bytes, checksum: 0e5f0ba4d4695585304006d46dfbad44 (MD5) LICENSE.txt: 4205 bytes, checksum: 3e5e3af38e2b128fcd5e06eda04694b2 (MD5) Previous issue date: 2018-04-03","Embargo set by: Seth Robbins for item 107357 Lift date: 2020-09-04T20:47:38Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Embargo set by: Seth Robbins for item 107357 Lift date: 2020-09-04T20:50:11Z Reason: Author requested closed access (OA after 2yrs) in Vireo ETD system","Limited Restriction Lifted for Item 107357 on 2020-09-05T09:15:26Z."],"dc:format":["application/pdf"],"dc:identifier":["http://hdl.handle.net/2142/101272"],"dc:language":["en"],"dc:rights":["Copyright 2018 Judy Yu-Li Hsu"],"dc:subject":["language instruction, collaboration, EFL, SLA"],"dc:title":["Learning language through collaboration"],"dc:type":["text"],"thesis:degree_discipline":["Educational Psychology"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:24:38Z"}