@article{oai:kanagawa-u.repo.nii.ac.jp:00006349,
 author = {富谷, 玲子 and Tomiya, Reiko and 高木, 南欧子 and Takagi, Naoko},
 journal = {神奈川大学言語研究},
 month = {Mar},
 note = {The purpose of this paper is to describe and analyze the process of interactions in collaborative learning, especially focusing on metacognition. We examine visible interaction and analyze metacognitive activity in the process.
The following results were found:
1. Share resources: material for a given task to achieve
2. Select and patch resources: material for a given task to achieve
3. Arrange outline
4. Build up and examine criterions
5. Set up management in order to achieve tasks successfully and smoothly
The results show that Metacogintive activity supported from monitoring and control direct whole learning. Metacogiton form stratums. To achieve the given task, writing script for a speech, learners go into the process through the goal. The figure presented show the flow. The 5 members participated in the collaborative learning share roles spontaneously and achieve the task. Invisible and unawared metacogntive activity appeared even in front of learners. Writnig is one part of academic skills. This paper indicates that academic skills need to be reexamined, we can support learner's metacogintive activity by using collaborative learnig for exchange students studying in Japan by Japanese from abroad., Departmental Bulletin Paper},
 pages = {79--98},
 title = {協同学習におけるメタ認知活動 －大学生の原稿産出プロセスから－},
 volume = {30},
 year = {2008}
}