Active Participation in Collaborative Activities as a Precursor for Emotional Engagement and Academic Success in Online Higher Education Language Learning
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| Title: | Active Participation in Collaborative Activities as a Precursor for Emotional Engagement and Academic Success in Online Higher Education Language Learning |
|---|---|
| Language: | English |
| Authors: | Jacqueline Robbins (ORCID |
| Source: | Language Learning in Higher Education. 2026 16(1):103-134. |
| Availability: | De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com |
| Peer Reviewed: | Y |
| Page Count: | 32 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Higher Education, Electronic Learning, Cooperative Learning, Online Courses, Second Language Learning, Foreign Countries, Student Attitudes, Learner Engagement, Psychological Patterns, Peer Relationship, Academic Achievement, English (Second Language), College Students, Virtual Universities |
| Geographic Terms: | Spain |
| DOI: | 10.1515/cercles-2025-0007 |
| ISSN: | 2191-611X 2191-6128 |
| Abstract: | This study examines the impact of collaborative tasks on learner engagement in a fully online English as a Foreign Language (EFL) course at B2 level. While collaborative learning has been widely recognised as beneficial for language development, learners in online contexts often express reluctance to groupwork due to preferences for autonomous study and challenges such as scheduling and uneven participation. Drawing on data from courses enrolling over 8,000 students across three semesters at a Spanish online university, the study explores learners' perceptions of collaboration (RQ1). To address RQ2, the analysis zooms into one semester, examining the effect of collaboration on motivation, emotional connection, perceived learning gains, and course outcomes. A mixed-methods approach was adopted, combining descriptive statistics from end-of-course surveys with inferential analyses (ANOVA, t-tests, regression) of longitudinal survey data and final marks. Results reveal ambivalence towards groupwork: although many students expressed a preference for working alone, collaborative tasks were associated with increased feelings of closeness to classmates and groupmates, higher perceptions of language improvement, and a positive correlation between participation in groupwork and overall course performance. Motivation fluctuated during the course but rose significantly by the end. The findings highlight both the potential and challenges of integrating collaborative activities in online EFL settings and offer implications for task design, teacher support, and future research. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508846 |
| Database: | ERIC |
| Abstract: | This study examines the impact of collaborative tasks on learner engagement in a fully online English as a Foreign Language (EFL) course at B2 level. While collaborative learning has been widely recognised as beneficial for language development, learners in online contexts often express reluctance to groupwork due to preferences for autonomous study and challenges such as scheduling and uneven participation. Drawing on data from courses enrolling over 8,000 students across three semesters at a Spanish online university, the study explores learners' perceptions of collaboration (RQ1). To address RQ2, the analysis zooms into one semester, examining the effect of collaboration on motivation, emotional connection, perceived learning gains, and course outcomes. A mixed-methods approach was adopted, combining descriptive statistics from end-of-course surveys with inferential analyses (ANOVA, t-tests, regression) of longitudinal survey data and final marks. Results reveal ambivalence towards groupwork: although many students expressed a preference for working alone, collaborative tasks were associated with increased feelings of closeness to classmates and groupmates, higher perceptions of language improvement, and a positive correlation between participation in groupwork and overall course performance. Motivation fluctuated during the course but rose significantly by the end. The findings highlight both the potential and challenges of integrating collaborative activities in online EFL settings and offer implications for task design, teacher support, and future research. |
|---|---|
| ISSN: | 2191-611X 2191-6128 |
| DOI: | 10.1515/cercles-2025-0007 |
