{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/80109"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/80109","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"Improving English Language Learners' Oral and Written Language Through Collaborative Discussions","abstract":"Results showed that experiences of CR discussions accelerated ELLs' oral and written English. The CR group performed significantly better than the control group on reading comprehension. Only the mainstream-class students, but not the bilingual-class students, significantly benefited from CR discussions on listening comprehension. The CR group produced more coherent narratives in a wordless-picture storytelling task. The reflective essays written by the CR group, with greater length and vocabulary diversity, contained a significantly greater number of reasons, counterarguments, and use of text evidence. CR discussions enhanced students' motivation and engagement, perceived benefits of discussions, and attitudes toward English learning. These results altogether yield significant implications for the literacy instruction practices of ELLs.","abstract_html":"Results showed that experiences of CR discussions accelerated ELLs' oral and written English. The CR group performed significantly better than the control group on reading comprehension. Only the mainstream-class students, but not the bilingual-class students, significantly benefited from CR discussions on listening comprehension. The CR group produced more coherent narratives in a wordless-picture storytelling task. The reflective essays written by the CR group, with greater length and vocabulary diversity, contained a significantly greater number of reasons, counterarguments, and use of text evidence. CR discussions enhanced students' motivation and engagement, perceived benefits of discussions, and attitudes toward English learning. These results altogether yield significant implications for the literacy instruction practices of ELLs.","abstract_has_math":false,"creators":["Zhang, Jie"],"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."],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:55:22Z","date_published":"2015-09-25T19:55:22Z","updated_at":"2026-07-22T22:26:13Z","subjects":["Education, Bilingual and Multicultural"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3363125"],"render_values":[{"text":"(MiAaPQ)AAI3363125","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/80109","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":["Zhang, Jie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:55:22Z","10000-01-01","2009"]},{"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":["Education, Bilingual and Multicultural"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/80109","(MiAaPQ)AAI3363125"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Results showed that experiences of CR discussions accelerated ELLs' oral and written English. 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