Collaborative Learning in a Japanese Language Course

Student and Teacher Experiences

Bibliographic Data

ID4181875
AuthorsMegumu D Burre, Megumu Doi Burress (University of Tennessee at Knoxville), John Peters (0000-0001-9133-4150, University of Tennessee at Knoxville), John M Peters (0000-0002-9895-005X)
Year2015
Volume5
Issue2
Publication date2015-04-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSAGE Open (JOURNAL)
Journal identifiersISSN: 2158-2440 • E-ISSN: 2158-2440
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/2158244015581016
OpenAlexW2176168840
LanguageEN
Citations received2
References cited26

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

Action research · Collaborative learning · Ethnography · Linguistics · Mathematics education · Pedagogy · Performative utterance · Qualitative research · Sociology · Thematic analysis · Computer Science · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Reflective Practices in Education

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Open DOISci-HubOpen Access