Chapter Two Literature Review Title The application for

Chapter Two Literature Review Title: The application for Collaborative of Learning Community of Syuejia Elementary School Students in the EFL Classroom MA 2 C 0203 謝易修

Introduction 1 Learning Community 2 6 5 3 Collaborative Instruction 4 EFL Learner Conclusion References

Introduction • 1. Teaching Instruction • 2. Problems with Education (Sato, 2012) • 3. Listening is as learning (Ou, 2013)

Teaching Instruction • In learning community, teacher can provide scaffolding for students in the class (Tudge, 1992)

Problems with Education • Students lose the learning motivation and escape from learning. • As Sato (2012) inferred that these problems with education not just occurred in Japan but also happened in the other Asian countries.

Listening is as learning • Through listening to others’ voices, dialogic communication, and collaborative learning, learning community is the best strategy to solve these problems (Sato, 2013)

Learning Community • 1. public philosophy, democracy, and excellence. (Sato, 2013) • 2. preparing, teaching, and discussion

public philosophy • Sato (2013) claimed the first step of the revolution is to open your door of classroom.

• The study also showed that one of the best ways to learn is by observing others. (Sato, 2013).

• They must be able to focus greater attention on the role of learners and be able to move from whole-class, teacher-centered instruction to learner -centered or learning-centered instruction (Farrell, 2009).

Democracy • As the educator Deborah Meier proposed that teaching is mostly listening, learning is mostly telling. In good teaching, students are responsible for their learning; they are accountable for their understanding.

• Ou (2013) asserted learning to listen is the keypoint of curriculum.

Excellence • Tinto (2003) pointed out a restructing of learning is necessary to increase students’s connection with each other for each student to become a resource for others.

Preparing • Learning better together (Tinto, 2003)

Teaching • Move from whole-class, teachercentered instruction to learnercentered (Farrell, 2009)

Discussion • Groups of Teachers discuss the lessons after class to increase their own learning and the learning of students in teacher professional learning communities(PLCs).

Collaborative Instruction • Collaborative versus Cooperative Learning

Collaborative learning • Kemp (2010) described collaboration ensures a practical value because students come together and more learning is shared

Cooperative Learning • Students in the same group complete a task.

EFL Learner • Learning English as foreign language (EFL), that is, English in one’s native culture with few immediate opportunities to use the language within the environment of that culture (for example, a Taiwanese learning English in Taiwan).

Conclusion • The purpose of this study is to explore the application for collaborative of learning community in Syuejia Elementary School of EFL classroom.

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Thank you for listening!