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Collaborative Learning in a Japanese Language Course

Author

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  • Megumu D. Burress
  • John M. Peters

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.

Suggested Citation

  • Megumu D. Burress & John M. Peters, 2015. "Collaborative Learning in a Japanese Language Course," SAGE Open, , vol. 5(2), pages 21582440155, April.
    • Handle: RePEc:sae:sagope:v:5:y:2015:i:2:p:2158244015581016
    DOI: 10.1177/2158244015581016
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    Cited by:

    1. Aziz Ä°lhan, 2021. "The Impact of Game-Based, Modeling, and Collaborative Learning Methods on the Achievements, Motivations, and Visual Mathematical Literacy Perceptions," SAGE Open, , vol. 11(1), pages 21582440211, March.

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