Collaborative reasoning in Japan: English learners' discussions and experiences

A study involving an assistant professor and seven students at a Japanese university investigated feasibility, impact, and dynamics of Collaborative Reasoning (CR), a new instructional model, in a foreign language learning context in Japan. Through participants’ experiences of ten CR sessions over a nine-week period, CR was well accepted and aided students’ English learning experiences. While the professor displayed difficulties shifting his instructional approach from recitation to facilitation, students managed open-format discussions in English, enjoyed exchanging opinions with peers, and developed motivation for English language acquisition. With the discovery of Japanese English learners’ ability to use English when provided challenges and opportunities, CR widened English learners’ potentials to further develop English skills, acquire Western-style discussion techniques, and construct logical reasoning and argumentation.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Curriculum and Instruction

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Young, Miho O.

Contributors dc:contributor

• McCarthey, Sarah J.
• Bresler, Liora
• Walsh, Daniel J.
• Anderson, Richard C.

• Japan
• English teaching
• Language learning
• English education
• Collaborative reasoning
• Open-format discussion
• Instructional method
• English as a Foreign Language (EFL)

Statement dc:rights

• Copyright 2010 Miho O. Young

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/18500

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/18500