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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 0000-0001-8435-9739)
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
FullText Text:
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  Data: Technology-Enhanced Collaborative Language Learning: Theoretical Foundations, Technologies, and Implications
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  Data: <searchLink fieldCode="AR" term="%22Su%2C+Fan%22">Su, Fan</searchLink><br /><searchLink fieldCode="AR" term="%22Zou%2C+Di%22">Zou, Di</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-8435-9739">0000-0001-8435-9739</externalLink>)
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  Data: 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
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  Data: 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.
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