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Title: Collaborative learning in context : a case study of Chinese learners of English as a foreign language
Author: Lin, Lin
Awarding Body: University of Newcastle Upon Tyne
Current Institution: University of Newcastle upon Tyne
Date of Award: 2012
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The study reported in this dissertation investigated the use of collaborative learning (henceforth CL) in two Chinese Higher Education (HE) English as a Foreign Language (EFL) classrooms. Its theoretical framework integrated theories from Vygotsky's socio-cultural theory of mind, second language acquisition (SLA) and the affective domain of motivation. The research focused on students' engagement, learning preferences and motivation. It also explored the participants' attitudes and perceptions. In view of the hitherto rare use of CL in Chinese HE EFL classrooms, this research also explored issues relating to CL task design, implementation and aspects of CL evaluation relevant to that context.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID:  DOI: Not available