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Social Constructivist Approach to Web-Based EFL Learning: Collaboration, Motivation, and Perception on the Use of Google Docs
ARTICLE

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Journal of Educational Technology & Society Volume 19, Number 1, ISSN 1176-3647 e-ISSN 1176-3647

Abstract

This study reports on the differences in motivation, vocabulary gain, and perceptions on using or the Google Docs between individual and collaborative learning at a tertiary level. Two classes of English-as-a-Foreign Language (EFL) students were recruited and each class was randomly assigned into one of the two groups--individuals or collaborators. The results of the study are in line with those of previous studies in that the collaborators performed better than the individuals regarding vocabulary gain. The former was more likely than the latter to be motivated to acquire knowledge and to perceive the learning experience more positively. However, the results of this study suggest that, like many other Web 2.0 applications in support of peer scaffolding and knowledge co-construction, Google Docs plays a pivotal role in enhancing students' motivation and involvement.

Citation

Liu, S.H.J. & Lan, Y.J. (2016). Social Constructivist Approach to Web-Based EFL Learning: Collaboration, Motivation, and Perception on the Use of Google Docs. Journal of Educational Technology & Society, 19(1), 171-186. Retrieved November 12, 2019 from .

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