Technology-Enhanced Collaborative Language Learning: Theoretical Foundations, Technologies, and Implications
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| Title: | Technology-Enhanced Collaborative Language Learning: Theoretical Foundations, Technologies, and Implications |
|---|---|
| Language: | English |
| Authors: | Su, Fan, Zou, Di (ORCID |
| Source: | Computer Assisted Language Learning. 2022 35(8):1754-1788. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 35 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Technology Uses in Education, Cooperative Learning, Second Language Learning, Educational Technology, Literature Reviews, Instructional Effectiveness |
| DOI: | 10.1080/09588221.2020.1831545 |
| ISSN: | 0958-8221 1744-3210 |
| Abstract: | With the emergence of educational technology, technology-enhanced collaborative language learning had gained increasing attention from learners, educators, and researchers, and a large number of studies had been conducted to investigate the effects of technology-enhanced collaborative learning on students' development of language knowledge and affective status. However, little comprehensive review that investigated all aspects of the field thoroughly had been conducted, and the present research was an attempt in response to this call. Specifically, this research reviewed 40 articles on technology-enhanced collaborative language learning from five aspects, (1) the nature of publications, (2) the theoretical frameworks of the previous research, (3) the types of the technologies for collaborative language learning, (4) the effectiveness of the technologies, and (5) the implications of the studies. The results showed 10 theoretical frameworks, nine types of technologies, and 11 benefits of technology-enhanced collaborative language learning. Important implications were also discussed for future design and implementation of technology-enhanced collaborative language learning activities. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1373069 |
| Database: | ERIC |
| Abstract: | With the emergence of educational technology, technology-enhanced collaborative language learning had gained increasing attention from learners, educators, and researchers, and a large number of studies had been conducted to investigate the effects of technology-enhanced collaborative learning on students' development of language knowledge and affective status. However, little comprehensive review that investigated all aspects of the field thoroughly had been conducted, and the present research was an attempt in response to this call. Specifically, this research reviewed 40 articles on technology-enhanced collaborative language learning from five aspects, (1) the nature of publications, (2) the theoretical frameworks of the previous research, (3) the types of the technologies for collaborative language learning, (4) the effectiveness of the technologies, and (5) the implications of the studies. The results showed 10 theoretical frameworks, nine types of technologies, and 11 benefits of technology-enhanced collaborative language learning. Important implications were also discussed for future design and implementation of technology-enhanced collaborative language learning activities. |
|---|---|
| ISSN: | 0958-8221 1744-3210 |
| DOI: | 10.1080/09588221.2020.1831545 |
