A mobile-device-supported peer-assisted learning system for collaborative early EFL reading

Research output: Contribution to journalArticle

133 Citations (Scopus)

Abstract

Collaborative learning methods which emphasize peer interaction have been widely applied to increase the intensity and effectiveness of EFL reading programs. However, simply grouping students heterogeneously and assigning them group goals does not guarantee that effective collaborative learning will ensue. The present research includes two studies. In Study One, the weaknesses of collaborative learning in a traditional EFL setting were observed. Then, in Study Two, a mobile-device-supported peer-assisted learning (MPAL) system was developed for the purpose of addressing the identified weaknesses. Two classes of twenty-six third grade students participated in the present research to examine the unique contribution of MPAL to collaborative EFL reading activities. The collaborative behavior of elementary EFL learners was videotaped and analyzed. Detailed analysis of the videotaped behavior indicated that MPAL helped improve collaboration in elementary school level EFL learners and promotes their reading motivation.

Original languageEnglish
Pages (from-to)130-151
Number of pages22
JournalLanguage Learning and Technology
Volume11
Issue number3
Publication statusPublished - 2007 Oct 1

Fingerprint

Mobile devices
Learning systems
Students
learning
learning method
grouping
elementary school
guarantee
student
school grade
Collaborative Learning
Peers
Learning Systems
Mobile Devices
interaction
EFL Learners
Group
Elementary School
Peer Interaction
Reading Program

ASJC Scopus subject areas

  • Education
  • Language and Linguistics
  • Linguistics and Language
  • Computer Science Applications

Cite this

@article{3b0132fc206547509f7ac016881881a0,
title = "A mobile-device-supported peer-assisted learning system for collaborative early EFL reading",
abstract = "Collaborative learning methods which emphasize peer interaction have been widely applied to increase the intensity and effectiveness of EFL reading programs. However, simply grouping students heterogeneously and assigning them group goals does not guarantee that effective collaborative learning will ensue. The present research includes two studies. In Study One, the weaknesses of collaborative learning in a traditional EFL setting were observed. Then, in Study Two, a mobile-device-supported peer-assisted learning (MPAL) system was developed for the purpose of addressing the identified weaknesses. Two classes of twenty-six third grade students participated in the present research to examine the unique contribution of MPAL to collaborative EFL reading activities. The collaborative behavior of elementary EFL learners was videotaped and analyzed. Detailed analysis of the videotaped behavior indicated that MPAL helped improve collaboration in elementary school level EFL learners and promotes their reading motivation.",
author = "Yu-Ju Lan and Yao-Ting Sung and Kuo-En Chang",
year = "2007",
month = "10",
day = "1",
language = "English",
volume = "11",
pages = "130--151",
journal = "Language Learning and Technology",
issn = "1094-3501",
publisher = "University of Hawaii Press",
number = "3",

}

TY - JOUR

T1 - A mobile-device-supported peer-assisted learning system for collaborative early EFL reading

AU - Lan, Yu-Ju

AU - Sung, Yao-Ting

AU - Chang, Kuo-En

PY - 2007/10/1

Y1 - 2007/10/1

N2 - Collaborative learning methods which emphasize peer interaction have been widely applied to increase the intensity and effectiveness of EFL reading programs. However, simply grouping students heterogeneously and assigning them group goals does not guarantee that effective collaborative learning will ensue. The present research includes two studies. In Study One, the weaknesses of collaborative learning in a traditional EFL setting were observed. Then, in Study Two, a mobile-device-supported peer-assisted learning (MPAL) system was developed for the purpose of addressing the identified weaknesses. Two classes of twenty-six third grade students participated in the present research to examine the unique contribution of MPAL to collaborative EFL reading activities. The collaborative behavior of elementary EFL learners was videotaped and analyzed. Detailed analysis of the videotaped behavior indicated that MPAL helped improve collaboration in elementary school level EFL learners and promotes their reading motivation.

AB - Collaborative learning methods which emphasize peer interaction have been widely applied to increase the intensity and effectiveness of EFL reading programs. However, simply grouping students heterogeneously and assigning them group goals does not guarantee that effective collaborative learning will ensue. The present research includes two studies. In Study One, the weaknesses of collaborative learning in a traditional EFL setting were observed. Then, in Study Two, a mobile-device-supported peer-assisted learning (MPAL) system was developed for the purpose of addressing the identified weaknesses. Two classes of twenty-six third grade students participated in the present research to examine the unique contribution of MPAL to collaborative EFL reading activities. The collaborative behavior of elementary EFL learners was videotaped and analyzed. Detailed analysis of the videotaped behavior indicated that MPAL helped improve collaboration in elementary school level EFL learners and promotes their reading motivation.

UR - http://www.scopus.com/inward/record.url?scp=35448943927&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=35448943927&partnerID=8YFLogxK

M3 - Article

VL - 11

SP - 130

EP - 151

JO - Language Learning and Technology

JF - Language Learning and Technology

SN - 1094-3501

IS - 3

ER -