Computer-supported collaborative learning: Difference between revisions

Revision as of 18:47, 6 September 2023

Revision as of 05:56, 15 November 2023

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=== Effectiveness and perception ===

Studies in the field of [[computer-assisted language learning]] (CALL) have shown that computers provide material and valuable feedback for language learners and that computers can be a positive tool for both individual and collaborative language learning. CALL programs offer the potential for interactions between the language learners and the computer.<ref>Chapelle, C. A. (2003). English language learning and technology. Philadelphia: John Benjamins Publishing Company.</ref> Additionally, students' [[autonomous language learning]] and [[self-assessment]] can be made widely available through the web.<ref>Chapelle, C. A. (2001). Computer applications in second language acquisition: Foundations for teaching, testing and research. Cambridge University Press.</ref> In CSCL, the computer is not only seen as a potential language tutor by providing assessment for students' responses,<ref>Levy, M. (1997). CALL: Context and conceptualisation. Oxford: Oxford University Press.</ref> but also as a tool to give language learners the opportunity to learn from the computer and also via collaboration with other language learners. Juan<ref>Juan, A. A., 1972. (2010). Monitoring and assessment in online collaborative environments: Emergent computational technologies for e-learning support. Hershey, PA: Information Science Reference.</ref> focuses on new models and systems that perform efficient evaluation of student activity in online-based education. Their findings indicate that CSCL environments organized by teachers are useful for students to develop their language skills. Additionally, CSCL increases students' confidence and encourages them to maintain active learning, reducing the passive reliance on teachers' feedback. Using CSCL as a tool in the second language learning classroom has also shown to reduce [[learner anxiety]].<ref>{{cite journal | last1 = Hurd | first1 = S | year = 2007 | title = Anxiety and non-anxiety in a distance language learning environment: The distance factors as a modifying influence | url = http://oro.open.ac.uk/6866/4/FLAnxiety-SYS_809-Uncorrectedproofs-5Oct2007.pdf| journal = System | volume = 35 | issue = 4| pages = 487–508 | doi = 10.1016/j.system.2007.05.001 | s2cid = 221031219 }}</ref>

Various case studies and projects had been conducted in order to measure the effectiveness and perception of CSCL in a language learning classroom. After a collaborative internet-based project, language learners indicated that their confidence in using the language had increased and that they felt more motivated to learn and use the target language. After analyzing student questionnaires, discussion board entries, final project reports, and student journals, Dooly<ref>{{cite journal | last1 = Dooly | first1 = M | year = 2007 | title = Joining forces: Promoting metalinguistic awareness through computer-supported collaborative learning | journal = Language Awareness | volume = 16 | issue = 1| pages = 57–74 | doi = 10.2167/la413.0 | s2cid = 144080827 }}</ref> suggests that during computer supported collaborative language learning, students have an increased awareness of different aspects of the target language and pay increased attention to their own language learning process. Since the participants of her project were language teacher trainees, she adds that they felt prepared and willing to incorporate online interaction in their own teaching in the future.