Action Research on Collaborative Dialogue in English Language Education
| Project/Area Number |
15H06599
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| Research Category |
Grant-in-Aid for Research Activity Start-up
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| Allocation Type | Single-year Grants |
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| Research Field |
Education on school subjects and activities
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| Research Institution | University of Miyazaki (2016)
Juntendo University (2015) |
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Principal Investigator |
Tojo Hiroko 宮崎大学, 教育学部, 准教授 (00756405)
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| Project Period (FY) |
2015-08-28 – 2017-03-31
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| Project Status |
Completed (Fiscal Year 2016)
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| Budget Amount *help |
¥2,600,000 (Direct Cost: ¥2,000,000、Indirect Cost: ¥600,000)
Fiscal Year 2016: ¥1,430,000 (Direct Cost: ¥1,100,000、Indirect Cost: ¥330,000)
Fiscal Year 2015: ¥1,170,000 (Direct Cost: ¥900,000、Indirect Cost: ¥270,000)
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| Keywords | 協働学習 / 協働的な対話 / グループ学習 / 英語授業過程分析 / 教室談話分析 / 質的研究 / 互恵的な学習 / アクション・リサーチ / 知識構築過程 / 小集団学習 / 足場かけ / 事例研究 / 教育学 / 英語教育研究 / 英語授業 / 質的分析 |
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| Outline of Final Research Achievements |
The purpose of the current research is to explore what kind of features collaborative dialogue among peers in a university English Language writing class has.
Based on the protocol data that were derived from the author's own classroom, the paper discusses how 3 students within 3 different groups interact with each other to construct the shared understanding in pursuing English Writing tasks. The 1st and 2nd groups have a commonality of which students uttered, "I don't understand", then gradually came to grasp the ideas of how to write an introduction part. The 3rd group shows a somewhat different pattern; each member became the audience of their paper and criticized it in turn in order to improve their own writings. Even though the one out of the three showed a relatively different pattern, the both patterns functioned well to construct their mutual understandings toward the writing tasks. This suggests the features of collaborative dialogue in English Language Classroom.
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Report
(3 results)
Research Products
(7 results)
