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Title:Improving English Language Learners' Oral and Written Language Through Collaborative Discussions
Author(s):Zhang, Jie
Doctoral Committee Chair(s):Anderson, Richard C.
Department / Program:Educational Psychology
Discipline:Educational Psychology
Degree Granting Institution:University of Illinois at Urbana-Champaign
Subject(s):Education, Bilingual and Multicultural
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.
Issue Date:2009
Description:116 p.
Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009.
Other Identifier(s):(MiAaPQ)AAI3363125
Date Available in IDEALS:2015-09-25
Date Deposited:2009

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