Collaborative English Learning Research Articles

Retracted: Evaluation Methods of Interactive Effects of Collaborative English Learning in Colleges in Online Environment

Retracted: Evaluation Methods of Interactive Effects of Collaborative English Learning in Colleges in Online Environment

Language learners’ emotion regulation and enjoyment in an online collaborative writing program

Collaborative learning in online contexts is emotionally challenging for language learners. To achieve successful learning outcomes, language learners need to regulate their emotions and sustain positive emotions during the collaborative learning process. This study investigated language learners’ emotion regulation and enjoyment, the most extensively researched positive emotion in foreign language learning, in an online collaborative English learning environment. In the study, we collected data by surveying 336 Chinese students majoring in English who collaboratively completed a series of English language writing tasks in 108 online groups facilitated by a social media app (WeChat). Principal component analysis revealed two primary types of emotion regulation: peer regulation and group regulation. The analysis also revealed one factor underpinning enjoyment: enjoyment of online collaboration. Correlation analysis showed medium and positive relationships between peer regulation, group regulation, and enjoyment of online collaboration. Structural equation modeling analysis further found that group regulation exerted a medium-sized direct effect on enjoyment of online collaboration. Peer regulation affected enjoyment of online collaboration moderately and indirectly via group regulation. The theoretical and pedagogical implications of the findings can help to optimize face-to-face and online collaborative language learning activities.

Evaluation Methods of Interactive Effects of Collaborative English Learning in Colleges in Online Environment

The rapid development of modern teaching information technology, especially the application of modern information technology, represented by multimedia technology and Internet information technology in education, makes collaborative learning (CL) in an online environment more critical, and its evaluation issues are more prominent. This article aims to study the interactive effect of the evaluation method of college English CL in the online environment. This paper mainly analyzes the composition of cooperative learning, the effect evaluation function of online cooperative learning, the elements of interactive design, and other teaching activities on learning. Combining the experimental method and the questionnaire survey method, a class of non-English majors in a university is selected as the research object. All students perform English CL in an online environment, and we finally analyze the interactive effects of students’ CL based on the data obtained from pretests and questionnaires. The experimental results show that the interaction of teachers and students through the CL of online platforms has become closer.

A Conceptualization of Online Collaborative English Learning for Undergraduate Students in the New Normal Post Covid-19 Era

Changing the way of learning process during the pandemic have made a point to find an appropriate approach in online leaning. This study aims to analyze language learning process in the first year of the pandemic, where the language needs a practice in the process of learning. In other words, language learning really requires direct interaction, this condition is added that not all colleges are ready for online learning either through LMS or other online forms which are already familiar by offline interactions. This study uses qualitative descriptive with deeply observations during the classes, and used the diffusion of innovation by Rogers which consists on stages of innovation. The research found the conceptualization of learning through online-collaborative, and using the online collaborative exam between groups has proven the willingness in interactive e-learning language and to be able to improve the competence of language skills, both listening, writing, reading, and speaking which are needed in the language process of university students whose vocabulary and English are still unfamiliar used in the introduction in each course in Indonesia

Design students’ perceptions of a wiki enhanced English learning at university

This small-scale research is aimed at exploring design students’ perceptions of collaborative English learning via a wiki site when doing a course of English for specific purposes (ESP) at the university. The learning community based on a wiki platform was launched to improve English skills in collaborative activities with the teacher and the peers. Semi structured interviews were conducted with the design students on a voluntary basis after the course completion. The data was analyzed using a qualitative analysis, which is resulted in five main categories describing design students’ perceptions of their experiences. The results enabled to present a model of wiki enhanced learning which is grounded in theory of teaching-learning cycle. It is expected to provide an insight into the strengths and limitations of collaborative learning via wiki technology and address the challenges and outcomes of deploying wiki sites into the educational context at university.

Promoting Autonomous, Collaborative English learning Practices and Fostering Greater Learner Autonomy among Secondary Students in Hong Kong

Learner autonomy can be referred as an individual’s ability and responsibility to take charge of his or her own learning, which is important to language learning. In Hong Kong, English is more like a foreign language. It is considered as the high variety and speaking the language in a non-required situation is always associated with a negative connotation of being arrogant. To most local people, it is a language learned in a classroom and is seldom used for communicative purposes. Meanwhile, Hong Kong classrooms are featured with teacher-centred, examination-oriented teaching, and passive learning. These factors make the taking up of chances of practising the language with Cantonese-speaking peers in outside of class situations and the development of learner autonomy very difficult. However, out-of-class learning is essential to language learning and learner autonomy. In this multiple-case study, the case participants were asked to reveal their approaches to overcoming challenges, engaging in collaborative English learning practices, and developing greater autonomy. In this paper, their ways to tackle the difficulties of participating in out-of-class English practices with peers and develop learner autonomy, will be discussed.

Collaborative kinesthetic EFL learning with collaborative total physical response

This study aims to integrate kinesthetic technology and collaborative learning into total physical response (TPR) and to investigate the effect of collaborative total physical response (CTPR) on English language acquisition by high school students. To accomplish this, we utilized Microsoft Kinects to develop Collaborative Kinesthetic English Learning (CKEL) system designed to accommodate students in pairs during collaborative English learning activities. Thus, we observed significantly improved learning outcomes in the experimental group relative to the control groups in both total score and vocabulary part of the post-test. However, tests carried out for learning different kinds of vocabulary based on CTPR were also analyzed, and the results showed no significant difference between verbs, nouns or adjectives. This experiment revealed that this system would possibly be helpful for English learning regardless of the kind of vocabulary targeted. Therefore, we concluded that CTPR is not only more helpful for English learning than the traditional individual TPR but also worth being employed and requires further exploration in facilitating English learning.

Exploring college English language learners’ self and social regulation of learning during wiki-supported collaborative reading activities

Students’ regulation has been conceptualized as an important impetus for effective and efficient collaborative learning. However, little empirical evidence has been reported about language learners’ regulatory behaviors in computer-supported collaborative learning (CSCL). The purpose of this study is to investigate the occurrence of self and social aspects of regulation during wiki-supported collaborative reading activities in the context of learning English as a foreign language (EFL). Sixty Chinese college students organized in twelve groups participated in this study over a sixteen-week semester. Using an integrated method of content analysis and sequential analysis, students’ chat logs were coded and analyzed to explore the characteristics of students’ self and social regulatory behaviors in terms of regulation type, regulation process, and regulation focus. Results indicate that all groups demonstrated active social regulation in the collaborative activities. Compared with low-performing groups, high-performing groups displayed distinctively different patterns of regulatory behaviors in “social regulation,” “evaluating,” “content monitoring,” and “social emotional regulation.” Moreover, the analysis further reveals a more continuous and smooth regulation in the high-performing groups, while low-performing groups tended to be lost in a single repeated regulatory behavior pattern such as “self-regulation” or “organizing”. This study not only fills a gap in the current collaborative English learning literature, but also contributes to our knowledge of social regulation in CSCL. Pedagogical implications and future research are also addressed.