Learning english vocabulary collaboratively in a technology-supported classroom

Chih Cheng Lin, Hsien-Sheng Hsiao, Sheng Ping Tseng, Hsin Jung Chan

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

This study was intended to investigate whether computer-assisted collaborative learning is comparable with computer-free and individual learning; in particular, it examined each of their effects on learning English vocabulary, followed by an analysis of their behavior patterns. In a junior high school in northern Taiwan, a normal classroom was first equipped with an interactive whiteboard and seven all-in-one touchscreen desktop computers. All participants from three intact classes, 76 students in total, were asked to finish five review activities of the target English vocabulary and assigned to one of the following groups: the learning for the group of computer-supported collaboration took place in the technology-supported classroom whereas that of computer-free collaboration and that of computer-free non-collaboration in a normal classroom. The results of the vocabulary tests showed no significant differences among the three groups; those learning English vocabulary collaboratively in a technology-enhanced environment outperformed the other two groups in vocabulary retention. In addition, analyses of the group's behaviors before the touchscreen desktop computers echoed and explained their better performances than the other two groups.

Original languageEnglish
Pages (from-to)162-173
Number of pages12
JournalTurkish Online Journal of Educational Technology
Volume13
Issue number1
Publication statusPublished - 2014 Jan 1

Fingerprint

vocabulary
classroom
learning
Group
behavior pattern
Taiwan
school
performance
student

Keywords

  • Behavior pattern
  • Collaborative learning
  • English vocabulary learning
  • Technology-supported classroom

ASJC Scopus subject areas

  • Education

Cite this

Learning english vocabulary collaboratively in a technology-supported classroom. / Lin, Chih Cheng; Hsiao, Hsien-Sheng; Tseng, Sheng Ping; Chan, Hsin Jung.

In: Turkish Online Journal of Educational Technology, Vol. 13, No. 1, 01.01.2014, p. 162-173.

Research output: Contribution to journalArticle

Lin, Chih Cheng ; Hsiao, Hsien-Sheng ; Tseng, Sheng Ping ; Chan, Hsin Jung. / Learning english vocabulary collaboratively in a technology-supported classroom. In: Turkish Online Journal of Educational Technology. 2014 ; Vol. 13, No. 1. pp. 162-173.
@article{9a0db730661140c491f161b8d1d67ae0,
title = "Learning english vocabulary collaboratively in a technology-supported classroom",
abstract = "This study was intended to investigate whether computer-assisted collaborative learning is comparable with computer-free and individual learning; in particular, it examined each of their effects on learning English vocabulary, followed by an analysis of their behavior patterns. In a junior high school in northern Taiwan, a normal classroom was first equipped with an interactive whiteboard and seven all-in-one touchscreen desktop computers. All participants from three intact classes, 76 students in total, were asked to finish five review activities of the target English vocabulary and assigned to one of the following groups: the learning for the group of computer-supported collaboration took place in the technology-supported classroom whereas that of computer-free collaboration and that of computer-free non-collaboration in a normal classroom. The results of the vocabulary tests showed no significant differences among the three groups; those learning English vocabulary collaboratively in a technology-enhanced environment outperformed the other two groups in vocabulary retention. In addition, analyses of the group's behaviors before the touchscreen desktop computers echoed and explained their better performances than the other two groups.",
keywords = "Behavior pattern, Collaborative learning, English vocabulary learning, Technology-supported classroom",
author = "Lin, {Chih Cheng} and Hsien-Sheng Hsiao and Tseng, {Sheng Ping} and Chan, {Hsin Jung}",
year = "2014",
month = "1",
day = "1",
language = "English",
volume = "13",
pages = "162--173",
journal = "Turkish Online Journal of Educational Technology",
issn = "1303-6521",
publisher = "Sakarya University",
number = "1",

}

TY - JOUR

T1 - Learning english vocabulary collaboratively in a technology-supported classroom

AU - Lin, Chih Cheng

AU - Hsiao, Hsien-Sheng

AU - Tseng, Sheng Ping

AU - Chan, Hsin Jung

PY - 2014/1/1

Y1 - 2014/1/1

N2 - This study was intended to investigate whether computer-assisted collaborative learning is comparable with computer-free and individual learning; in particular, it examined each of their effects on learning English vocabulary, followed by an analysis of their behavior patterns. In a junior high school in northern Taiwan, a normal classroom was first equipped with an interactive whiteboard and seven all-in-one touchscreen desktop computers. All participants from three intact classes, 76 students in total, were asked to finish five review activities of the target English vocabulary and assigned to one of the following groups: the learning for the group of computer-supported collaboration took place in the technology-supported classroom whereas that of computer-free collaboration and that of computer-free non-collaboration in a normal classroom. The results of the vocabulary tests showed no significant differences among the three groups; those learning English vocabulary collaboratively in a technology-enhanced environment outperformed the other two groups in vocabulary retention. In addition, analyses of the group's behaviors before the touchscreen desktop computers echoed and explained their better performances than the other two groups.

AB - This study was intended to investigate whether computer-assisted collaborative learning is comparable with computer-free and individual learning; in particular, it examined each of their effects on learning English vocabulary, followed by an analysis of their behavior patterns. In a junior high school in northern Taiwan, a normal classroom was first equipped with an interactive whiteboard and seven all-in-one touchscreen desktop computers. All participants from three intact classes, 76 students in total, were asked to finish five review activities of the target English vocabulary and assigned to one of the following groups: the learning for the group of computer-supported collaboration took place in the technology-supported classroom whereas that of computer-free collaboration and that of computer-free non-collaboration in a normal classroom. The results of the vocabulary tests showed no significant differences among the three groups; those learning English vocabulary collaboratively in a technology-enhanced environment outperformed the other two groups in vocabulary retention. In addition, analyses of the group's behaviors before the touchscreen desktop computers echoed and explained their better performances than the other two groups.

KW - Behavior pattern

KW - Collaborative learning

KW - English vocabulary learning

KW - Technology-supported classroom

UR - http://www.scopus.com/inward/record.url?scp=84891643774&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84891643774&partnerID=8YFLogxK

M3 - Article

VL - 13

SP - 162

EP - 173

JO - Turkish Online Journal of Educational Technology

JF - Turkish Online Journal of Educational Technology

SN - 1303-6521

IS - 1

ER -