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oai:www.ideals.illinois.edu:2142/80109 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

Anderson, Richard C. Zhang, Jie 2015-09-25T19:55:22Z 2015-09-25T19:55:22Z 10000-01-01 2009 2009 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. Made available in DSpace on 2015-09-25T19:55:22Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3363125.pdf: 1733649 bytes, checksum: 481c06b345136e9a9acd6158ba06c13c (MD5) Previous issue date: 2009 Embargo set by: Seth Robbins for item 81391 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 116 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2009. http://hdl.handle.net/2142/80109 (MiAaPQ)AAI3363125 eng Education, Bilingual and Multicultural Improving English Language Learners' Oral and Written Language Through Collaborative Discussions text Educational Psychology Educational Psychology University of Illinois at Urbana-Champaign Dissertation Ph.D.