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Tenets and Practices of Collaborative Learning in Classrooms: Empirical Supports

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Investigating Chinese HE EFL Classrooms

Abstract

As the preceding chapter has presented the theoretical supports and pedagogical rationale for using CL, this chapter reviews the circumstances when CL is applied in the classrooms where more empirical findings regarding its benefits as well as demerits are described. It also makes an account concerning how CL is used and researched in the Chinese EFL classrooms. A critique of the methods used in the area of research serves as the final part of this chapter.

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Notes

  1. 1.

    This refers to education for all-round development. It is a kind of ability-oriented education, which required that education should improve all aspects of those educated as the goals. It aims for ideological and moral quality enhancement, capacity building, personality development, and physical and mental health education, all of which deviate from traditional exam-oriented one (Ma and Tu 2010).

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  1. School of English Studies, Xi’an International Studies University, Xi’an, China

    Lin Lin

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Lin, L. (2015). Tenets and Practices of Collaborative Learning in Classrooms: Empirical Supports. In: Investigating Chinese HE EFL Classrooms. Springer, Berlin, Heidelberg. https://doi.org/10.1007/978-3-662-44503-7_3

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  • DOI: https://doi.org/10.1007/978-3-662-44503-7_3

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