: Collaborative learning in Taiwan-context classrooms (Journal Article) Phan, Thi-Gam creator Liu, Wei-Yu text USA : Taylor and Francis Group ,2023 monographic eng

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371-385p. Abstract: The study endorses the idea of interdependence as a trait of autonomy, which dignifies low-achieving students’ autonomy developed in English-language classrooms. A modified autonomy scale, adapted from Nunan’s five levels of autonomy development, monitored low-achieving learners’ autonomy. This action research explores the pedagogical design of collaborative learning to improve low-achieving students’ autonomy. Twenty low-achieving students (out of 29) as target participants come from a vocational high school in Hualien County, Taiwan. The result via observation and group-focus interviews displayed that the quality of intra-group interactions, deciding whether target participants’ need was satisfied, influences target participants’ tendency to be autonomous. In this study, leader-assigned groups where target participants could access available ‘resources’ (leaders) without exposing themselves to teachers to complete their individual/collective goals could produce those interactions. This indicates their greater responsibility for their learning. This study could provide an inspiring perspective for practitioners to redefine autonomy in low-achieving students. ***______{For Hard Copy, Please visit Library.}________*** Learner autonomy| interdependence| collaborative learning| low-achieving students| english learning 0022-0671 https://doi.org/10.1080/00220671.2023.2278767 https://doi.org/10.1080/00220671.2023.2278767 240508 20240508125150.0