Collaborative Learning in a Japanese Language Course

Megumu D. Burress and John M. Peters

SAGE Open, 2015, vol. 5, issue 2, 2158244015581016

Abstract: This article describes ethnographic action research that explored experiences of the first author and her undergraduate students as they engaged in collaborative learning (CL) activities in a university Japanese language course. The purpose of the study was to generate new practical knowledge of CL for her, so that she might subsequently improve her teaching practice. A thematic analysis of the interview and descriptive data revealed that the incorporation of CL helped promote a comfortable environment and reduce the effects of the hierarchical authority of the instructor. While facing new challenges, the class also co-constructed its own knowledge about the reading content, language concepts, and cultural matters by working as a collaborative group. These findings are represented in the form of a performative text that invites readers to actively engage with the study’s findings.

Keywords: action research; collaborative learning; foreign/second language education; performative text; teaching and learning (search for similar items in EconPapers)
Date: 2015
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Citations: View citations in EconPapers (1)

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Persistent link: https://EconPapers.repec.org/RePEc:sae:sagope:v:5:y:2015:i:2:p:2158244015581016

DOI: 10.1177/2158244015581016

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