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Collaborative Language Learning in Higher Education: Student Engagement and Language Self-Efficacy in a Communicative, Flipped Context

Abstract The purpose of this study was to gain a better understanding of how collaborative language learning activities affected student perceptions of their engagement and language self-efficacy in a communicative, flipped language learning classroom in higher education. The new online platforms accompanying many textbooks now allow students to prepare for classes ahead of time, allowing instructors to use more class time for student engagement in actual language practices. However, there has been little investigation of the effects of this communicative, flipped classroom model on students’ learning processes and outcomes. This mixed methods action research study revealed that the introduction of varied collaborative language learning activities h... (more)
Created Date 2019
Contributor Rama, Rashmi (Author) / Gee, Elisabeth (Advisor) / Buss, Ray R. (Committee member) / Mayes, Eric (Committee member) / Arizona State University (Publisher)
Subject Foreign language education / Higher education / Education / collaborative learning / communicative approach / flipped classroom / self-efficacy / Spanish / student engagement
Type Doctoral Dissertation
Extent 113 pages
Language English
Note Doctoral Dissertation Educational Leadership and Policy Studies 2019
Collaborating Institutions Graduate College / ASU Library
Additional Formats MODS / OAI Dublin Core / RIS

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Description Dissertation/Thesis