Technology-enhanced collaborative language learning: theoretical foundations, technologies, and implications. Issue 8 (2nd November 2022)

• Record Type: Journal Article
• Authors: Su, Fan; Zou, Di
• Is Part Of: Computer assisted language learning. Volume 35:Issue 8(2022)
• Page Start: 1754
• Page End: 1788
• Publication Date: 2022-11-02
• Subjects: Collaborative learning -- computer assisted language learning -- educational technology -- mobile assisted language learning; Language and languages -- Computer-assisted instruction -- Periodicals; 418.00285
• DOI: 10.1080/09588221.2020.1831545
• Languages: English
• ISSNs: 0958-8221

Abstract

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.