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.See Appendix G for the scoring rubric. Parallel to the language analysis of narratives, the reflective essays were segmented into T-units following SALT ... All the coding processes were carried out by the author using QSR Nudist software. 32.
|Title||:||Improving English Language Learners' Oral and Written Language Through Collaborative Discussions|
|Publisher||:||ProQuest - 2009|