Relevant bibliographies by topics / College students' writings, Tatar

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  4. Book chapters
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Academic literature on the topic 'College students' writings, Tatar'

Author: Grafiati
Published: 26 July 2024

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Journal articles on the topic "College students' writings, Tatar"

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Lee, Hee-Young. "Comparison and Analysis of College Students’ Argumental Writings." Eomunhak 147 (March 31, 2020): 263–87. http://dx.doi.org/10.37967/emh.2020.03.147.263.

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Pokay, Patricia, and Carla Tayeh. "Preservice Elementary Teachers: Building Portfolios Around Students' Writings." Teaching Children Mathematics 2, no. 5 (January 1996): 308–13. http://dx.doi.org/10.5951/tcm.2.5.0308.

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Traditionally, college mathematics courses have rarely asked students to write or to reflect on their learning, concentrating instead on textbook exercises and problem sets in a lecture format. The intent of this study was to model the use of portfolio assessment in a college mathematics course for preservice teachers while focusing on the contributions of the students' writing in the mathematics classroom. In the study, portfolios were the vehicle for organizing the students' writings.
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Zhao, Junqiang. "Strategies of Pragmatic Distance Employed in English Writing by Chinese College Students." Journal of South Asian Studies 9, no. 2 (August 31, 2021): 79–84. http://dx.doi.org/10.33687/jsas.009.02.3332.

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The situation of English writing by Chinese college students is a matter difficult to handle, with some being good and some bad. The flexible processing of pragmatic distance in English writings between authors and readers to ensure effective pragmatic communication deserves too much thought. The appropriate use of strategies of pragmatic distance employed in English writings has a direct impact on writing performance. Therefore, it is necessary to analyze how to use relevance theory to interpret strategies of pragmatic distance employed in English writings, and to find out whether there is a certain relationship between the strategic use of pragmatic distance and gender, thus providing a reference for the research to improve English writing proficiency of Chinese college students.
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Mangila, Benjamin Baguio. "WHEN WALLS BECOME SILENT BATTLEGROUNDS: DECIPHERING COLLEGE STUDENTS’ GRAFFITI WRITINGS ON SCHOOL CAMPUS WALLS." International Journal of Asia Pacific Studies 19, no. 1 (January 18, 2023): 51–70. http://dx.doi.org/10.21315/ijaps2023.19.1.3.

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Although graffiti has become a significant cultural and linguistic phenomenon and has been studied throughout history, there is still room for the exploration of how graffiti in different contexts, particularly in a higher education institution, serves to voice the anonymous student writers’ thoughts and feelings. Thus, this study examines the common themes and the lexical and syntactic features of college students’ graffiti writings on the walls of a state college in Zamboanga del Sur, Mindanao, Philippines. Employing thematic analysis, this study reveals that students’ graffiti writings contain a variety of themes such as love, discrimination, self and group identities, hatred, sex, faith and religion, management, education, and fanaticism, with love and discrimination as the most prevailing social themes. Students’ graffiti writings also exemplify distinct lexical features such as loan and swear words, taboo words/expressions, abbreviations, ironies, acronyms, repetitions, and compound words. Borrowings and using offensive or swear words are the most common lexical features found among these graffiti writings. In addition, students often use brief or terse statements to clearly express their thoughts and feelings to the public. Indeed, graffiti writings are a distinctive and silent way of communication, particularly for students who are in the marginalised section of any society.
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Lim, Sang-bong. "A Study of Grammatical Errors in College Students’ English Writings." Journal of Modern British & American Language & Literature 36, no. 1 (February 28, 2018): 301–28. http://dx.doi.org/10.21084/jmball.2018.02.36.1.301.

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Guce, Ive K. "Mathematical Writing Errors in Expository Writings of College Mathematics Students." International Journal of Evaluation and Research in Education (IJERE) 6, no. 3 (September 1, 2017): 233. http://dx.doi.org/10.11591/ijere.v6i3.8549.

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<p>Despite the efforts to confirm the effectiveness of writing in learning mathematics, analysis on common errors in mathematical writings has not received sufficient attention. This study aimed to provide an account of the students’ procedural explanations in terms of their commonly committed errors in mathematical writing. Nine errors in mathematical writing were pre-defined namely, misuse of mathematical terms, misuse of mathematical symbols, incorrect notation, incorrect grammar, incorrect capitalization, no or incorrect punctuation, vague term, incorrect term, and lack of term or phrase. This study used qualitative method of research to keep a record of errors in mathematical writing. Conducted in the College of Education Arts and Sciences of De La Salle Lipa, the study involved twelve BS Mathematics students enrolled in Advanced Calculus 1 class as respondents. Results revealed that the most committed errors done in mathematical writing are incorrect grammar and misuse of mathematical symbols. Certainly, intervention programs on mathematics writing will bring favorable outcomes. Language courses in the students’ curriculum which tackle proper grammar usage may be integrated with writing about mathematics as part of the student activities. Such will provide the students with writing experiences fitted to their discipline.</p><p> </p>
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Kim, Changon. "A Study on ‘-었었-’ Tense Appearing in College Students’ Writings." Journal of Humanities and Social sciences 21 14, no. 3 (June 30, 2023): 5615–30. http://dx.doi.org/10.22143/hss21.14.3.402.

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Hiraldo, Carlos. "Class in the Class: Sharing Bukowski’s Class with Community College Students." Teaching English in the Two-Year College 35, no. 4 (May 1, 2008): 408–15. http://dx.doi.org/10.58680/tetyc20086558.

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The article argues for raising class consciousness among community college students and describes how the author employs the writings of Charles Bukowski to reach an ethnically diverse, but predominantly working-class student population.
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Wang, Min. "A Study on College English Majors’ Writings from the Perspective of Appraisal Theory." Theory and Practice in Language Studies 7, no. 1 (January 1, 2017): 65. http://dx.doi.org/10.17507/tpls.0701.08.

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This paper explores the features of the top 30 appraisal words in students’ essays from the perspective of Appraisal Theory. The distributions of the Appraisal words are not even in the writings. Attitude system comes first followed by Graduation system and Engagement system. With the analysis of the features and distributions of the top 30 appraisal words, it reveals some problems related to usage of appraisal resources in the writings and based on which the paper tries to give some suggestions both for students and teachers.
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Choi, Jungsook. "Analysis of cases of orthographic misuse in college student writing and education on orthography." Research Society for the Korean Language Education 21 (April 30, 2024): 141–61. http://dx.doi.org/10.25022/jkler.2024.21.141.

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The purpose of this paper was to analyze cases of orthographic errors in texts written by students and discuss orthographic education methods. We examined the most frequent cases of students’ orthographic errors by dividing them into ‘spacing, spelling, and punctuation’. And it was confirmed through the secondary school curriculum that students' errors in orthography were due to insufficient education on orthography. In this paper, the writings written by students were analyzed by dividing them into 'spacing errors', 'spelling errors', and 'punctuation errors'. In addition, the secondary school curriculum was reviewed, and guidance measures for each case were presented for education on orthographic errors. Although this paper does not represent all of the writings of college students, it is expected that it will be able to provide the content of orthography education necessary for some students.
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Dissertations / Theses on the topic "College students' writings, Tatar"

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Booker, Jordan Ashton. "Effects of Emotion- and Gratitude-Focused Expressive Writings on Incoming College Students' Adjustment." Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73300.

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The transition to college can introduce new roles, opportunities, and challenges for growth and adjustment. Effective management of these challenges promotes personal adjustment and academic success (Chemers, Hu, and Garcia, 2001). However, difficulty in managing aspects of this transition introduces risks for dysfunction in emotional, social, and academic areas (Heiligenstein and Guenther, 1996). These risks are exacerbated for students who from underrepresented backgrounds at their college and within their field of study (Strayhorn, 2012). Among undergraduates, expressive writing interventions have been used to improve adjustment. These brief activities of self-reflection were originally used to address past hurts and have been adapted to attend to life's benefits. Reflections on both negative and positive life experiences have been tied to improvements in well-being, social success, and physical health (Emmons and McCullough, 2003; Sloan and Marx, 2004). This is the first study to directly compare effects of expressive writings focused on strong negative emotional experiences with effects of writings focused on positive emotional experiences (gratitude). Furthermore, questions remain about mechanisms of influence for these two writing paradigms. The current study tested the influence of these paradigms on student adjustment during the college transition, and assessed emotion mechanisms specific to each writing paradigm. One hundred sixty-one incoming college students were recruited into an online study during the fall semester. Students reported on emotional, social, and academic outcomes at the third, fifth, and eighth weeks of the incoming academic semester. Students were randomly assigned to one of three experimental groups: a group writing on emotion-focused prompts; a group writing on gratitude-focused prompts; and a control group with no assigned writings. During the fourth week of the semester, students in the experimental groups spent four days writing about their respective group prompts. Students in the emotion-focused writing group showed improvements in willingness to share intimate life events with others (i.e., length of writing, comfort with self-disclosure, recent heart-to-heart conversations). Students in the gratitude-focused writing group showed increases and maintenance of psychological resources (i.e., life satisfaction, involvement in group meetings, instances of studying). I discuss the implications of these findings below.
Ph. D.
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Yagelski, Robert. "The dynamics of context : a study of the role of context in the composing of student writers /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487758178236356.

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Burgauer, Debra Laaker Neuleib Janice. "The impact of before, during, and after reader-response commentaries on peer revision by first-year college composition students." Normal, Ill. Illinois State University, 2004. http://wwwlib.umi.com/cr/ilstu/fullcit?p3196660.

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Thesis (Ph. D.)--Illinois State University, 2004.
Title from title page screen, viewed May 18, 2006. Dissertation Committee: Janice Neuleib (chair), Ron Fortune, Irene Brosnahan. Includes bibliographical references (leaves 165-176) and abstract. Also available in print.
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Burkindine, Jill Moore. "The world according to East African student writers : a Bakhtinian analysis with teaching implications /." free to MU campus, to others for purchase, 2004. http://wwwlib.umi.com/cr/mo/fullcit?p3137680.

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Robideaux, Sharon. ""Like dancers following each other's steps an analysis of lexical cues in student writing for differing audiences /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4844.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 12, 2007) Vita. Includes bibliographical references.
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Martin, Eric V. Hesse Douglas Dean. "Reconceiving the voice-to-style relationship in academic discourse a study of students' initial perceptions and emerging writing practices /." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603519.

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Thesis (D.A.)--Illinois State University, 1995.
Title from title page screen, viewed May 4, 2006. Dissertation Committee: Douglas Hesse (chair), Janice Neuleib, Maurice Scharton. Includes bibliographical references (leaves 178-182) and abstract. Also available in print.
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Adams, Leslie Elizabeth. "Music despite everything." Master's thesis, Mississippi State : Mississippi State University, 2008. http://library.msstate.edu/etd/show.asp?etd=etd-04042008-131845.

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Daniels, Kelly L. "Deep water, open water." Master's thesis, Mississippi State : Mississippi State University, 2009. http://library.msstate.edu/etd/show.asp?etd=etd-04022009-163550.

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Kruizenga-Muro, Denise. "Teaching collaborative writing to meet the needs of the job market: A model." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1527.

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Maroney, James. "ACROSS THE DEEP SOUTH: A LINKED STORY COLLECTION." MSSTATE, 2009. http://sun.library.msstate.edu/ETD-db/theses/available/etd-03312009-140252/.

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Across the Deep South: A Linked Story Collection focuses on the establishment and reestablishment of themes that reflect the mutability of characters over time, along with the equally mutable notion of identity found within the cultural context of the modern Southern United States. The stories follow the paradigm of Sherwood Andersons linked story collection Winesburg, Ohio in that character and geographical location combine over the course of multiple stories to recontextualize theme and character development through intertextual cohesiveness. Preceding the collection of stories is a critical introduction that considers the linked story collection as an independent form of fiction occupying a distinct space between the non-interrelated short story collection and the novel.
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Books on the topic "College students' writings, Tatar"

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1972-, Goldthwaite Melissa A., ed. The Norton pocket book of writing by students. New York: W.W. Norton & Co., 2010.

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Goldthwaite, Melissa A. The Norton pocket book of writing by students. New York: W.W. Norton & Co., 2010.

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Er shi er duo mei gui. Beijing shi: Zhongguo dui wai fan yi chu ban gong si, 2000.

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You jian zi jin hua. Guangzhou: Jinan da xue chu ban she, 2013.

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Simon Fraser University. $b Writing and Publishing Program., ed. Emerge: The Writer's Studio anthology 2002. Vancouver: Writing and Publishing Program, Simon Fraser University, 2002.

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Claire, Gaard Greta, and Fairhaven College, eds. Coming out strong: Stories from the students in ACS 242/Fair 210b : The lesbian, gay, bisexual, transgendered experience, winter 1998. Bellingham, Wash: Western Washington University, Fairhaven College, 1998.

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1954-, Cao Wenxuan, ed. Dang dai da xue wen xue she tuan zuo pin xuan. Tianjin Shi: Bai hua wen yi chu ban she, 2002.

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I, Krivoshapkin A., and Institut arkheologii i ėtnografii (Rossiĭskai͡a︡ akademii͡a︡ nauk. Sibirskoe otdelenie), eds. Issledovanii͡a︡ molodykh uchenykh v oblasti arkheologii i ėtnografii. Novosibirsk: Institut arkheologii i ėtnografii SO RAN, 2001.

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Solomon, Raequel. The SysTris reader: A collection of writings. [Norristown, PA]: SysTris Industries, 2006.

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Richard, Krawiec, ed. We have stories to tell: Writings by learners at Wake Technical Community College, Adult Education Center. Raleigh, N.C: Voices Community Press, 1994.

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Book chapters on the topic "College students' writings, Tatar"

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Yang, Yilong. "Engagement Resources in Chinese College Students’ Argumentative Writings." In Corpus-based Approaches to Grammar, Media and Health Discourses, 251–81. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4771-3_11.

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"A Speech to Senior-Grade Students of Tsinghua College." In Cai Yuanpei: Selected Writings on Education, edited by Cai Leiluo, 106–9. BRILL, 2024. http://dx.doi.org/10.1163/9789004519497_016.

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Gardner, Howard. "The Years before College." In Rethinking Liberal Education. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195097726.003.0009.

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Participants in the past decade's discussions about precollegiate education speak informally of "waves" of educational reform. The first wave which took place in the early and middle 1980s, centered on attempts to ensure that students would secure the prerequisites for higher learning; this phase was often termed a quest for "basic skills" or the "basic literacies/' though sometimes commentators spoke more bluntly about "getting the little buggers to work harder." The second wave, which occupied the late 1980s, called for the professionalization of teachers and of building administrators. There should be a higher caliber of teachers, teachers should have more control over the events in their classrooms, and management should occur, as much as possible, directly on site. Commentators like Albert Shanker and Patricia Graham have pointed out that neither of these waves was controversial. No one could question the importance of basic skills, though the means by which they were attained, and the time by which they should be in place, merited discussion. By the same token, while some may have feared the negative consequences of too much teacher or building autonomy, it was scarcely correct politically to oppose this trend in too direct a fashion. One area of potential discussion has remained conspicuously absent from the first decade of discussions. This missing wave could be termed "the primary purpose of education." Various goals were implicit in many discussions, of course; they ranged from the preparation of a skilled workforce to the education of a wise citizenry. But there was understandable reluctance to make this discussion overt, because educators' goals are too likely to conflict with one another: the reformer who values well-roundedness or individual excellence might well clash with the reformer who values the graduate steeped in science or in the classics of Western civilization. Since reformers have needed all of the support and as much consensus as they could garner, it is not surprising that such discussions have taken place far more frequently in the corridors at meetings or in writings by individuals like Allan Bloom or E. D. Hirsch,1 who did not come from the ranks of precollegiate educators.
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Anderson, Robert. "Paul Wood (ed.), Thomas Reid and the University (Edinburgh: University Press, 2021) ISBN 978–0–7486–1712–8." In History of Universities: Volume XXXV / 2, 202—C8.P9. Oxford University PressOxford, 2022. http://dx.doi.org/10.1093/oso/9780192884220.003.0008.

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Abstract This chapter assesses the tenth and final volume in the ‘Edinburgh Edition’ of the Enlightenment philosopher Thomas Reid. Reid was professor of moral philosophy at King’s College, Aberdeen, from 1751, and then at Glasgow University from 1764 until his death in 1796. His writings show that the Scottish universities, despite the advanced and sophisticated views of their professors, retained many traditional features. Reid’s writings at Aberdeen fall into two parts. First, he contributed to the perennial debate about merging King’s College, in semi-rural Old Aberdeen, with its urban rival Marischal College. Second, this edition prints the four ‘orations’ which Reid gave his students every three years after completing the curriculum. Here Reid set out his views on philosophy and philosophical education. Reid was the founder of the ‘common sense’ or intuitionist school of Scottish philosophy, which reacted against the scepticism of David Hume and sought to reconcile reason with religion.
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Baucom, Kaylee. "Teaching Virginia Woolf in Sin City: Vegas Entertainers and a New Feminist Heritage." In Virginia Woolf and Heritage. Liverpool University Press, 2018. http://dx.doi.org/10.5949/liverpool/9781942954422.003.0004.

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Feminist discourse is evolving and a new wave of feminist consciousness is appearing in the media, in political debates, and in the classroom. I teach literature at a community college in Las Vegas, where the students are similar to the “common readers” of Woolf’s Morley College in their desire to educate themselves, in their educational preparedness, and in their socioeconomic circumstances. Many of my students work as entertainers on The Strip and throughout my four years of teaching in Sin City, I have observed that my female students who work in the sex entertainment industry take a special interest in Woolf’s work. These students connect their concerns about female independence, sexual assault, pay inequality, and body-shaming, with Woolf’s feminist writings. Many of these women strongly identify with Woolf’s declarations of independence in A Room of One’s Own, as well as some of her most radical philosophies, such as her proclamation in Three Guineas that, “to sell a brain is worse than to sell a body.” Woolf speaks to and for these women in unique ways, and their responses to her work reflect a new, fourth wave feminist awareness. This study considers emerging, fourth wave feminist readings of Woolf both in theory and in practice. I wish to share the unique experience of teaching Woolf’s work to college students who identify as sex-entertainment workers, and highlight ways that these contemporary women are using Woolf’s work to create a new feminist heritage.
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Virgil, Sharon M. "A World in Crisis." In Rhetoric and Sociolinguistics in Times of Global Crisis, 152–70. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-6732-6.ch009.

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The author, a college composition teacher, recognizes we are living in a time of global crisis, fighting battles on two fronts. On the one hand, we are living in a period that sees us exposed to COVID-19, a pandemic that is threatening lives across the globe with no apparent end in sight. Then we have the social injustice that is racism rearing its vile and ugly head, resulting in the highlighting of the Black Lives Matter movement. Believing that freshman composition teachers are ideally positioned to encourage students to share their views on the crises that we are currently living through, this author uses a student-centered-book-writing pedagogy and asks her students to write a book on what they are burning to tell the world about COVID-19 or the Black Lives Matter movement. In this article, the author shares excerpts of her freshman composition students' writings and briefly discusses her student-centered-book-writing pedagogy.
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Barrick, R. Kirby. "Directing Research Efforts in Agriculture Teacher Education." In Emerging Research in Agricultural Teacher Education, 1–10. IGI Global, 2024. http://dx.doi.org/10.4018/979-8-3693-2766-1.ch001.

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Each year thousands of students enroll in agricultural education programs throughout the United States. Additionally, hundreds more pursue a college degree and the license to become a certified secondary school teacher of agriculture. How has agricultural education evolved, and how has agricultural teacher education contributed to creating and sustaining successful instructional programs in agriculture? This textbook identifies and elaborates on research that has been completed and published by the profession over the years. This chapter provides a broad background of writings from the past 60 years that serve as a call for agricultural education researchers to continue to pursue the answers to important questions in agricultural education.
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Silverstein, Brett, and Deborah Perlick. "Anxious Somatic Depression During Periods of Changing Gender Roles." In The Cost of Competence, 143–52. Oxford University PressNew York, NY, 1995. http://dx.doi.org/10.1093/oso/9780195069860.003.0011.

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Abstract To some readers, the most surprising and controversial finding reported in this book may be that the physical and psychological symptoms associated with gender ambivalence are particularly likely to afflict women who have greater opportunity for educational and professional achievement than their mothers had. The eminent women we studied and many daughters of eminent men were able to achieve successes not possible for their mothers. The cross-cultural literature on depression in India, culture-bound syndrome, and nerves, and the medical writings on chlorosis, hysteria, and neurasthenia point to a high prevalence of the symptoms during periods of increased educational opportunity for women. Contemporary female high school and college students we surveyed who reported concerns about achieving more than their mothers were particularly likely to exhibit the combined symptoms of anxious somatic depression. And over the course of the twentieth century, the prevalence among females compared to males of depression, anorexia, headache, and mitral valve prolapse was greatest among people who matured during periods of large generational increase in rates of female college graduation.
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Chatterjee, Jacob Donald. "Christ Church, Oxford, Anglican Moral Theology, and the Reception of John Locke’s Essay Concerning Human Understanding, c.1689–1725." In History of Universities: Volume XXXVI / 2, 98—C6P67. Oxford University PressOxford, 2023. http://dx.doi.org/10.1093/oso/9780198901730.003.0006.

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Abstract This chapter details how Christ Church men promoted John Locke’s 1689 Essay Concerning Human Understanding. Francis Gastrell, a young clergyman, reproduced the central doctrines of Locke’s Essay on the empirical basis for knowledge, the impossibility of acquiring certain knowledge of substances, personal identity, the nature of happiness, and the obligation of natural law. Several other members of Christ Church also displayed an intellectual sympathy for Locke’s thought, even though they often propounded high church political and ecclesiological ideas that differed greatly from his own views. These high church Lockeans indicated their approval of his philosophy by securing copies of his writings for personal and college libraries, corresponding with him, teaching the Essay to students, and, most importantly, publishing several reworkings of his thought. The ways in which these Christ Church men reinterpreted the Essay influenced how Locke’s moral theology was read later in the eighteenth century within French Huguenot circles, Cambridge, and the Dissenting academies. Ultimately, the chapter not only reveals new intellectual and institutional contexts for the Essay’s reception but also demonstrates that particular places of education reshaped the published debates around Locke’s thought.
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Conference papers on the topic "College students' writings, Tatar"

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Sheng, Dongmei. "Analysis of Signal Words in Chinese College Students' Argumentative Writings." In 2016 2nd International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icsshe-16.2016.74.

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Shiota, Kazuko. "Effectiveness of Collaborative Learning for Improving False Beginners’ Grammar Skills and Self-efficacy." In 16th Education and Development Conference. Tomorrow People Organization, 2021. http://dx.doi.org/10.52987/edc.2021.004.

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Abstract: Prior studies indicate that many Japanese college students remain at the beginner level even after studying English for six years. Also, their self-efficacy is low, which hinders their improvement. Generally, grammar classes are taught in a traditional way, that is, one-way teacher centered, and students are supposed to copy what is written on a blackboard while listening to teachers’ instruction and memorizing grammar rules. In such grammar classes, false beginners have had little successful experience. Traditional teaching methods are intended to provide remedial education in many colleges but might result in poor outcomes and even be counterproductive. According to Bandura (1977), self-efficacy drives actions that are necessary to achieve desired results, and he classified the concepts of self-efficacy into the following four categories: (1) performance accomplishment, (2) vicarious learning, (3) verbal encouragement, and (4) emotional state. For improving false beginners’ English skills, self-efficacy matters. So, for college students still at the beginner level, what would be the ideal method of learning English grammar? How should teachers help them? What if collaborative learning is introduced? In collaborative learning, two or more people learn together. In contrast to individual learners, collaborative learners gain advantages from one another’s resources and skills (e.g., asking one another for information, evaluating one another's ideas, monitoring one another’s work). Under such a circumstance, learners can make it easier to accomplish tasks by encouraging each other. They see a successful peer as a future ideal self, and then they can sense possibilities for themselves, i.e., self-efficacy. In fact, beginners’ low meta-cognitive skills (Sakai, 2011) prevent them from improving their English skills. However, because collaborative learning might be a solution effective than individual learning in achieving critical thinking (Oxford, 1997). More so than in other subjects, collaborative learning is actively conducted in English classes, e.g., conversation practice in pairs, peer feedback on writings, presentations, and group discussions, but there are few pedagogical reports on collaborative learning from grammar classes. In this small poster presentation for the 16th Education and Development Conference, (1) the effectiveness of collaborative activities in Japan for learning grammar will be overviewed, and (2) other options that could improve false beginners’ self-efficacy in learning English grammar are discussed to provide directions for further research. Keywords: Collaborative/Cooperative Learning, False-beginner, grammar, self-efficacy, meta-cognitive skills
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