@article{oai:kobe-cufs.repo.nii.ac.jp:00002446,
 author = {DEACON, Robert Joel and DEACON, Robert Joel},
 journal = {研究年報, Journal of Research Institute},
 month = {Dec},
 note = {application/pdf, It is often difficult for instructors to prompt Japanese students to negotiate their opinions. Negotiation, however, plays a central role in second language learning and is a key component of active learning. As the pedagogical prominence of active learning continues to gain attention in Japan, instructors may feel challenged balancing guidance with activity. This paper describes a semester-long activity designed to facilitate negotiation to produce better class cohesion, critical thinking, and persuasive writing skills. The results suggest stronger class cohesion and that the writing structure from the group activity transferred to individual work. Grammatical peer-feedback, however, appeared to be minimal., Nagoya Unibersity},
 pages = {157--173},
 title = {The Evolving argument : negotiating improved academic writing skills and class cohesion},
 volume = {58},
 year = {2018}
}