Exploring the relationship between self the relationship vocabulary learning and web-based collaboration

Sarah Hsueh Jui Liu, Yu Ju Lan*, Cloudia Ya Yu Ho

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

31 Citations (Scopus)


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 languageEnglish
Pages (from-to)404-419
Number of pages16
JournalEducational Technology and Society
Issue number4
Publication statusPublished - 2014


  • 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


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