{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/44160"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/44160","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Influence of collaborative group work on English language learner's oral narratives","abstract":"Instructional influences on storytelling were investigated among 210 fifth-grade Spanish- speaking ELLs. Participants received a 6-week socio-scientific unit involving collaborative group work or direct instruction, or were in control classes that continued regular instruction. Then students individually told a story prompted by a wordless picture book. The assessment of students’ story telling followed the Systematic Analysis of Language Transcripts (SALT) conventions. Analysis of story transcripts indicated greater syntactic complexity and narrative cohesiveness in the stories produced by students who had participated in collaborative groups. Results were attributed to increases in quantity and quality of talk during collaborative group work. A multinomial logistic regression analysis showed that students who had participated in collaborative group work generated significantly longer chains of reasoning (many 5-7 link chains) than students who had received direct instruction (many 1-2 link chains). The results suggest collaborative group work is an effective instructional approach to foster ELL’s oral narrative skill and causal reasoning. A general implication is that speaking is more than using correct expressions. Speaking in a second language is learning to think and reason within that language.","abstract_html":"Instructional influences on storytelling were investigated among 210 fifth-grade Spanish- speaking ELLs. Participants received a 6-week socio-scientific unit involving collaborative group work or direct instruction, or were in control classes that continued regular instruction. Then students individually told a story prompted by a wordless picture book. The assessment of students’ story telling followed the Systematic Analysis of Language Transcripts (SALT) conventions. Analysis of story transcripts indicated greater syntactic complexity and narrative cohesiveness in the stories produced by students who had participated in collaborative groups. Results were attributed to increases in quantity and quality of talk during collaborative group work. A multinomial logistic regression analysis showed that students who had participated in collaborative group work generated significantly longer chains of reasoning (many 5-7 link chains) than students who had received direct instruction (many 1-2 link chains). The results suggest collaborative group work is an effective instructional approach to foster ELL’s oral narrative skill and causal reasoning. A general implication is that speaking is more than using correct expressions. Speaking in a second language is learning to think and reason within that language.","abstract_has_math":false,"creators":["Ma, Shufeng"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"M.A.","degree_level":"Thesis","degree_discipline":"Educational Psychology","degree_department":null,"school":null,"contributors":["Anderson, Richard C."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-05-24T21:53:00Z","date_published":"2013-05-24T21:53:00Z","updated_at":"2026-07-22T22:25:33Z","subjects":["English language learner","oral narrative","collaborative group work","multi-link causal reasoning"],"languages":["en"],"rights":["Copyright 2013 Shufeng Ma"],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/2142/44160","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Anderson, Richard C."]},{"key":"dc:creator","label":"Author","values":["Ma, Shufeng"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2013-05-24T21:53:00Z","2013-05"]},{"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":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A."]},{"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":["English language learner","oral narrative","collaborative group work","multi-link causal reasoning"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["en"]},{"key":"dc:rights","label":"Dc Rights","values":["Copyright 2013 Shufeng Ma"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/44160"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Instructional influences on storytelling were investigated among 210 fifth-grade Spanish- speaking ELLs. 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The assessment of students’ story telling followed the Systematic Analysis of Language Transcripts (SALT) conventions. Analysis of story transcripts indicated greater syntactic complexity and narrative cohesiveness in the stories produced by students who had participated in collaborative groups. Results were attributed to increases in quantity and quality of talk during collaborative group work. A multinomial logistic regression analysis showed that students who had participated in collaborative group work generated significantly longer chains of reasoning (many 5-7 link chains) than students who had received direct instruction (many 1-2 link chains). The results suggest collaborative group work is an effective instructional approach to foster ELL’s oral narrative skill and causal reasoning. A general implication is that speaking is more than using correct expressions. 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