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Enhancing Collaborative Learning with Social Annotations in TESOL.

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Title: Enhancing Collaborative Learning with Social Annotations in TESOL.
Authors: Cheng, Dongmei1 (AUTHOR), Li, Mimi1 (AUTHOR)
Source: CALICO Journal. 2026, Vol. 43 Issue 1, p53-80. 28p.
Subject Terms: *Collaborative learning, *Student engagement, *English as a foreign language, *Education of language teachers, *Online education, Annotations, Communities of practice
Abstract: This study investigates the integration of a social annotation tool, Perusall, in online Teaching English to Speakers of Other Languages (TESOL) courses to enhance student engagement through collaborative learning. Grounded in the Community of Practice (CoP) theory, the research addresses a gap in the literature by examining how Perusall facilitates collaborative reading and knowledge construction among graduate students in TESOL. Using a descriptive case study approach, we collected data from five students' Perusall assignments, an online survey, and Zoom interviews. A coding scheme based on the Community of Practice theory was developed, addressing individual meaning-making, collaborative annotation, community building, and identity development. Findings revealed varied levels of student engagement with social annotations, as well as perceived benefits and challenges. This study highlights the role of social annotations in fostering collaborative learning, enhancing assignment quality, and accommodating diverse learning styles. It contributes to the growing field of online language teacher education, offering insights for designing more interactive and community-oriented learning environments. [ABSTRACT FROM AUTHOR]
Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Enhancing Collaborative Learning with Social Annotations in TESOL.
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  Data: <searchLink fieldCode="JN" term="%22CALICO+Journal%22">CALICO Journal</searchLink>. 2026, Vol. 43 Issue 1, p53-80. 28p.
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  Data: This study investigates the integration of a social annotation tool, Perusall, in online Teaching English to Speakers of Other Languages (TESOL) courses to enhance student engagement through collaborative learning. Grounded in the Community of Practice (CoP) theory, the research addresses a gap in the literature by examining how Perusall facilitates collaborative reading and knowledge construction among graduate students in TESOL. Using a descriptive case study approach, we collected data from five students' Perusall assignments, an online survey, and Zoom interviews. A coding scheme based on the Community of Practice theory was developed, addressing individual meaning-making, collaborative annotation, community building, and identity development. Findings revealed varied levels of student engagement with social annotations, as well as perceived benefits and challenges. This study highlights the role of social annotations in fostering collaborative learning, enhancing assignment quality, and accommodating diverse learning styles. It contributes to the growing field of online language teacher education, offering insights for designing more interactive and community-oriented learning environments. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of CALICO Journal is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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RecordInfo BibRecord:
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        Value: 10.3138/calico-2024-0031
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        Text: English
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        Type: general
      – SubjectFull: Student engagement
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      – SubjectFull: English as a foreign language
        Type: general
      – SubjectFull: Education of language teachers
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      – SubjectFull: Online education
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      – SubjectFull: Annotations
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      – SubjectFull: Communities of practice
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              Text: 2026
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