This study makes a qualitative inquiry into the use of collaborative learning in Chinese higher education （HE） EFL classrooms with its focus on students＇ experience. It seeks to reveal the dilemmas encountered by c...This study makes a qualitative inquiry into the use of collaborative learning in Chinese higher education （HE） EFL classrooms with its focus on students＇ experience. It seeks to reveal the dilemmas encountered by considering the cultural aspect of teaching and learning within the Chinese context. Drawing on data sources from 60 students＇ written reflections, 2 groups of post-hoc interviews and the researcher＇s field notes, the study reveals that： 1） the use of collaborative learning conflicts with students＇ formed learning behaviors and grammar- oriented exams; 2） guanxi as an indigenous Chinese sociocultural construct prevails in the language classrooms as a communicative tie among students, which facilitates students＇ interaction and peer collaboration; 3） power differentials, by contrast, engender less interaction and create distance among peers. Notwithstanding these incompatibilities, the study claims that collaborative learning is consonant with the Chinese culture that emphasizes collective orientation and socially appropriate behaviors during interaction. It is concerned with the right way of learning among peers. Finally, the study suggests ways for teacher educators to cope with these dilemmas.展开更多
基金supported by the Research Fund of Xi’an International Studies University(Grant No.14XWC03)Teaching Reform Project of Xi’an International Studies University(Grant No.15BYG04)~~
文摘This study makes a qualitative inquiry into the use of collaborative learning in Chinese higher education （HE） EFL classrooms with its focus on students＇ experience. It seeks to reveal the dilemmas encountered by considering the cultural aspect of teaching and learning within the Chinese context. Drawing on data sources from 60 students＇ written reflections, 2 groups of post-hoc interviews and the researcher＇s field notes, the study reveals that： 1） the use of collaborative learning conflicts with students＇ formed learning behaviors and grammar- oriented exams; 2） guanxi as an indigenous Chinese sociocultural construct prevails in the language classrooms as a communicative tie among students, which facilitates students＇ interaction and peer collaboration; 3） power differentials, by contrast, engender less interaction and create distance among peers. Notwithstanding these incompatibilities, the study claims that collaborative learning is consonant with the Chinese culture that emphasizes collective orientation and socially appropriate behaviors during interaction. It is concerned with the right way of learning among peers. Finally, the study suggests ways for teacher educators to cope with these dilemmas.
