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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 0000-0003-3233-2096), Christine Appel
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
FullText Text:
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  Data: Active Participation in Collaborative Activities as a Precursor for Emotional Engagement and Academic Success in Online Higher Education Language Learning
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  Data: <searchLink fieldCode="AR" term="%22Jacqueline+Robbins%22">Jacqueline Robbins</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3233-2096">0000-0003-3233-2096</externalLink>)<br /><searchLink fieldCode="AR" term="%22Christine+Appel%22">Christine Appel</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Language+Learning+in+Higher+Education%22"><i>Language Learning in Higher Education</i></searchLink>. 2026 16(1):103-134.
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  Data: 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
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  Data: 32
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperative+Learning%22">Cooperative Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Online+Courses%22">Online Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Virtual+Universities%22">Virtual Universities</searchLink>
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  Data: 10.1515/cercles-2025-0007
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  Data: 2191-611X<br />2191-6128
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
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      – SubjectFull: Psychological Patterns
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      – SubjectFull: Peer Relationship
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