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Creating A Supportive Dialogic Environment: How A Group Of Chinese Students Experience Collaborative Learning In An Intensive Reading English Class, Rong Li

Doctoral Dissertations

The purpose of this study was to investigate how a group of Chinese students made meaning of their collaborative learning experiences as they engaged in creating a supportive dialogical environment in an Intensive English Reading class. The class utilized dialogue as inquiry along with activities that facilitated communication to approach the learning process. These activities included: pre-class writing, in-class presentations, after-class reflections, and small group online discussions. Students and teacher engaged one another in questioning and responding that implemented a process of reflective dialogue about texts and knowledge of language.

Thirty sophomore English major students participated in this study, ten …