@article{oai:kansai-u.repo.nii.ac.jp:00010198,
 author = {望月, 通子},
 journal = {関西大学外国語学部紀要 = Journal of foreign language studies},
 month = {Mar},
 note = {When we adopt collaborative learning as a teaching method for composition with learners
of Japanese as a second language (JSL), teachers must change from a teaching-oriented
method to a support-oriented method. This study constitutes fundamental research for that
purpose in which five research questions (RQs) are investigated on the basis of data collected
from 20 participants in JSL classes at K University.
RQ1 : What tendencies are observed in favorability (likes and dislikes) toward writing and
speaking in L1 (mother tongue) and in L2 (Japanese)?
RQ2 : In the writing education that participants received before and after their visits to
Japan, what tendencies are observed in writing plans and elaboration processes?
RQ3 : How did favorability toward L2 Japanese writing activities and learning change through
peer learning?
RQ4 : How did favorability toward composition topics change?
RQ5 : What kind of educational interventions are necessary to activate processes of collaborative
learning?, 研究論文},
 pages = {87--97},
 title = {ピア・ラーニングに対する学習者の認識と学びのプロセス},
 volume = {8},
 year = {2013}
}