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ERIC Number: EJ1322392
Record Type: Journal
Publication Date: 2021
Pages: 14
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1535-0517
EISSN: N/A
Available Date: N/A
How Collaborative Learning Supports ESL Learners' Development of Higher Order Thinking Skills
Zhou, Wangmei
CATESOL Journal, v32 n1 p45-58 2020-2021
The effects of collaborative learning have been well studied in the context of students' developing reading proficiency. However, only a handful of scholars have examined the impact of collaborative learning on students' development of higher order thinking skills (Chapman, Ramondt, and Smiley, 2005; Lehtinen et al., 1999; Ma 2009). This article reports a case study that explored how collaborative learning supports English as a Second Language (ESL) learners' development of higher order thinking skills in a traditional ESL grammar class. To collect data, the researcher employed interviews, audio recordings, and class observations. It is hoped that through understanding this relationship not only will ESL lean1ers develop their higher order thinking skills while acquiring a second language, but also school directors and instructors will be inspired to create effective collaborative learning activities.
CATESOL. P.O. Box 9200-338, Fountain Valley, CA 92708. Tel: 714-907-4033; Fax: 888-832-0501; e-mail: catesoljournal@gmail.com; Web site: http://www.catesoljournal.org
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A