Abstract
Collaborative learning has placed an emphasis on co-constructing knowledge by sharing and negotiating meaning for problem-solving activities, and this cannot be accomplished without governing the self-regulatory processes of students. This study employed a Web-based tool, Google Docs, to determine the effects of Web-based collaboration on vocabulary improvements among learners of English as a foreign language (EFL). The work performed in this study represents a further step toward identifying the factors that influence self-regulated vocabulary strategy use and perceptions of Web-based collaboration (SRvsWBC). In total, 210 undergraduate students participated in this study and undertook the designed tasks, such as vocabulary pre-/posttests and a self-report questionnaire survey of SRvsWBC. The findings of the study suggest that collaboration using a Web-based tool affects knowledge development, and provide insights into the integrated spectrum of self-regulation, L2/FL learning, and Web-based technology that will be useful for pedagogy.
Original language | English |
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Pages (from-to) | 404-419 |
Number of pages | 16 |
Journal | Educational Technology and Society |
Volume | 17 |
Issue number | 4 |
Publication status | Published - 2014 |
Keywords
- English as a foreign language (EFL)
- Self-regulated learning (SRL)
- Vocabulary strategy use
- Web-based collaboration
ASJC Scopus subject areas
- Education
- Sociology and Political Science
- General Engineering