abstract: English proficiency is one of the major factors affecting international students’ academic adjustment to American universities. Many international college students select to improve their academic English proficiency through an English intensive program. Collaborative learning is an educational approach to teaching and learning that allows students and teachers to engage in a common task and work together to search for knowledge and skills. This thesis study aims to develop, design, and iteratively refine strategies to help English intensive program teachers build collaborative learning and promote international students’ effective collaboration, so as to improve students' academic English proficiency. In this study, two different collaborative learning strategies were designed, implemented and iterated. Data was collected using qualitative methods and follow the principle of design-based research (DBR; Barab, 2014) The results of this study suggest that successful instructional strategies for collaborative learning should be designed in the following ways. First, gathering participants’ opinions and feedback at all phases of design and iteration; Second, linking the new strategies or activity to students’ grade should be the center of the design. Third, in DBR，researchers need to be patient to build good relationships with practitioners, which can provide a basis for continuing research. / Dissertation/Thesis / Masters Thesis Art 2020
| Identifer | oai:union.ndltd.org:asu.edu/item:57430 |
| Date | January 2020 |
| Contributors | Nolastname, Digengni (Author), Wolf, Leigh Graves (Advisor), Zuiker, Steven (Advisor), Lippincott, Dianna (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Masters Thesis |
| Format | 64 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/ |
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