Duvernay, Nicholas Y. & You, Seok-Hoon. 2017. The Effects of Collaborative Group Discussion on L2 Learners' Strategy Frame Shift. Language Information . Volume 24. 77-107. The purpose of this study is to investigate correlations between learning strategy use as described in the Strategy Inventory for Language Learning (henceforth SILL, Oxford 1995) and the Collaborative Group Discussion1) (henceforth CGD, You et.al. 2017), which aims to enhance students’ participation in class discussion sessions and written protocol reports. Oxford's SILL strategy rating scale is used as the primary component for measuring students' strategy use (Strategy Frame Shift, henceforth SFS) pre- and post-CGD in order to determine variations in the levels of language learning strategy use for students who have taken part in CGD sessions. The six language learning strategy groups of the SILL as detailed in Oxford (1990) are to be the basis on which the CGD's effectiveness is measured. Qualitative analysis in the form of one-on-one interviews with select students has been conducted post-CGD in order to confirm the survey results from the SILL. The study concludes that a significant level of SFS is observed between pre- and post-CGD sessions and that the CGD is effective in increasing socio-affective strategy use, thus enhancing language learning across all learners.
Key words: Strategy Frame Shift (SFS), Collaborative Group Discussion (CGD), Team Protocol Method (TPM), Language Learning Strategies, Peer-collaboration, Peer-assessment, Peer-monitoring, Feedback, Self-monitoring, Self-sufficiency, Individual Variables, Grouping Types.