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oai:www.ideals.illinois.edu:2142/80146 2023-07-11 col_2142_5131 col_2142_8800 com_2142_5130 com_2142_5132

McCarthey, Sarah Young, Miho O. 2015-09-25T19:55:41Z 2015-09-25T19:55:41Z 10000-01-01 2010 2010 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. Made available in DSpace on 2015-09-25T19:55:41Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3455796.pdf: 3684744 bytes, checksum: b657951d647bdc4fb0b5dea4a2761101 (MD5) Previous issue date: 2010 Embargo set by: Seth Robbins for item 81428 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 255 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2010. http://hdl.handle.net/2142/80146 (MiAaPQ)AAI3455796 eng Education, English as a Second Language Collaborative Reasoning in Japan: English Learners' Discussions and Experiences text Dissertation Curriculum and Instruction Curriculum and Instruction University of Illinois at Urbana-Champaign Ph.D.