Social constructivist approach to web-based EFL learning: Collaboration, motivation, and perception on the use of Google Docs

Sarah Hsueh Jui Liu, Yu Ju Lan

Research output: Contribution to journalArticle

15 Citations (Scopus)

Abstract

This study reports on the differences in motivation, vocabulary gain, and perceptions on using or the Google Docs between individual and collaborative learning at a tertiary level. Two classes of English-as-a-Foreign Language (EFL) students were recruited and each class was randomly assigned into one of the two groups - individuals or collaborators. The results of the study are in line with those of previous studies in that the collaborators performed better than the individuals regarding vocabulary gain. The former was more likely than the latter to be motivated to acquire knowledge and to perceive the learning experience more positively. However, the results of this study suggest that, like many other Web 2.0 applications in support of peer scaffolding and knowledge co-construction, Google Docs plays a pivotal role in enhancing students' motivation and involvement.

Original languageEnglish
Pages (from-to)171-186
Number of pages16
JournalEducational Technology and Society
Volume19
Issue number1
Publication statusPublished - 2016 Jan 1

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Keywords

  • English-as-a-foreign language
  • Motivation
  • Web 2.0
  • Web-based learning

ASJC Scopus subject areas

  • Education
  • Sociology and Political Science
  • Engineering(all)

Cite this

Social constructivist approach to web-based EFL learning : Collaboration, motivation, and perception on the use of Google Docs. / Liu, Sarah Hsueh Jui; Lan, Yu Ju.

In: Educational Technology and Society, Vol. 19, No. 1, 01.01.2016, p. 171-186.

Research output: Contribution to journalArticle

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