Type of Document	Thesis
Author	Zhou, Feng
Author's Email Address	fz04@garnet.acns.fsu.edu
URN	etd-04092007-150407
Title	Perceived Teacher-Directedness, Omniscient Authority, and Communication Behaviors in Second Language Cooperative Learning
Degree	Master of Arts
Department	Educational Psychology and Learning Systems, Department of
Advisory Committee	Advisor Name Title Jeannine E, Turner Committee Chair John Keller Committee Member Susan Losh Committee Member
Keywords	SLA Epistemological Beliefs Instruction
Date of Defense	2007-03-02
Availability	unrestricted
Abstract After firstly investigating the correlations among students’ omniscient authority beliefs, students’ perceived teacher-directedness, and students’ intra-group communication behaviors, this research explored the cultural differences between American students and Chinese students regarding to these variables. A total of 89 Chinese students and 131 American students participated in this research. The results indicated that students’ naïve omniscient authority beliefs were positively correlated with their perceptions of higher teacher-directedness and negatively correlated with the mega-cognitive perspective of intra-group communication behavior. Meanwhile, differences were found between Chinese and American cultural groups with regards to students’ omniscient authority beliefs, perceived teacher-directedness, and communication behaviors during cooperative learning. Chinese students tended to rely on themselves as the resources of information and knowledge and Chinese students perceived less teacher-directedness compared to American students. As to within-group communication behaviors, Chinese students were more excelled at time management while American students were more excelled at maintaining group affection.
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