Exploring College English Language Learners' Self and Social Regulation of Learning during Wiki-Supported Collaborative Reading Activities

Autor/inn/en	Su, You; Li, Yanyan; Hu, Hening; Rosé, Carolyn P.
Titel	Exploring College English Language Learners' Self and Social Regulation of Learning during Wiki-Supported Collaborative Reading Activities
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 13 (2018) 1, S.35-60 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-018-9269-y
Schlagwörter	English (Second Language); College Students; Second Language Learning; Cooperative Learning; Reading; Group Activities; Foreign Countries; Student Behavior; Computer Assisted Instruction; Content Analysis; Comparative Analysis; Social Control; Self Control; China + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Collegestudent; Zweitsprachenerwerb; Kooperatives Lernen; Leseprozess; Lesen; Gruppenaktivität; Ausland; Student behaviour; Schülerverhalten; Computer based training; Computerunterstützter Unterricht; Inhaltsanalyse; Soziale Kontrolle; Selbstbeherrschung
Abstract	Students' regulation has been conceptualized as an important impetus for effective and efficient collaborative learning. However, little empirical evidence has been reported about language learners' regulatory behaviors in computer-supported collaborative learning (CSCL). The purpose of this study is to investigate the occurrence of self and social aspects of regulation during wiki-supported collaborative reading activities in the context of learning English as a foreign language (EFL). Sixty Chinese college students organized in twelve groups participated in this study over a sixteen-week semester. Using an integrated method of content analysis and sequential analysis, students' chat logs were coded and analyzed to explore the characteristics of students' self and social regulatory behaviors in terms of regulation type, regulation process, and regulation focus. Results indicate that all groups demonstrated active social regulation in the collaborative activities. Compared with low-performing groups, high-performing groups displayed distinctively different patterns of regulatory behaviors in "social regulation," "evaluating," "content monitoring," and "social emotional regulation." Moreover, the analysis further reveals a more continuous and smooth regulation in the high-performing groups, while low-performing groups tended to be lost in a single repeated regulatory behavior pattern such as "self-regulation" or "organizing". This study not only fills a gap in the current collaborative English learning literature, but also contributes to our knowledge of social regulation in CSCL. Pedagogical implications and future research are also addressed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01