Collaborative English Language Learning: Some Reflections From Interactions Between Pairs

Abstract

The focus of this study is on the interactions five pairs of students had in order to carry out a collaborative writing activity. The research was conducted in a language school of Goiânia, in Goiás, Brazil, with ten EFL/ESL students, in 2015. The objectives of this investigation are: a) to observe and discuss the elements that stand out during the students' interactions; and b) to investigate these learners' perceptions of the experience. This study is grounded on sociocultural theory (DONATO, 1994; HALL, 2001; VYGOTSKY, 1978) and collaborative language learning (FIGUEIREDO, 2005, 2006, 2008, 2015; OXFORD, 1997). The theoretical assumptions that guide this research consider interaction and collaboration as essential elements for language learning development. This is a qualitative case study (GODOY, 2006; TELLES, 2002), and the sources used to generate the data are questionnaires, audio recordings of the students' interactions and semi-structured interviews. The elements that stand out in this investigation are related to the potentialities of dialogic interactions, which foster scaffolding, mutual support, and the promotion of learners' autonomy. In addition, the learners highlight some positive aspects they could perceive from the experience, such as each other's help and the possibility to access more ideas; as negative aspects, they point out disagreements and conflicts they had to handle during the interactions.

Using Google Docs to Enhance Students’ Collaborative Translation and Engagement

“…However, a few participants felt that collaborative translation using Google Docs was time-consuming and sometimes technically challenging. Likewise, Sousa et al (2019) and Yu-Fen and Shan-Pi (2011) reported some difficulties in using Google Docs in peer feedback, like disagreements and lack of clear communication to resolve any problem. L. Wang et al (2017) concluded that the collaborative process was problematic when students had different levels of language competence and engagement.…”

“…A plethora of studies have investigated students' engagement in collaborative tasks (Saeed & Al Qunayeer, 2020;Woodard & Babcock, 2014). For example, Sousa et al (2019) conducted a case study to determine the factors influencing students' interactions in a collaborative activity. They also explored students' perceptions of this experience.…”

“…In collaborative language learning situations, learners interact actively via web-based real-time platforms to share and construct linguistic knowledge and social skills. This process encourages students to ask questions, provide suggestions, request clarifications, and give collective knowledge (Sousa et al, 2019). The more that students engage in developing and evaluating their learning experience, the more they enhance responsibility for their learning (Holmes, 2012).…”

Second language grammar learning in refugee children

“…Group dictation differs from traditional dictation in that the former entails collaboration among students (Wajnryb, 1990;Willis & Willis, 2007). Collaborative tasks entail crucial benefits for L2 learners, as they require interaction that provokes language production (see Sousa, Tiraboschi, Lago, & Figueiredo, 2019 for the importance of collaborative tasks in L2 learning). Through the interaction learners can notice certain features in the input, which can facilitate the learning process of new information (see Schmidt, 1990 for the Noticing Hypothesis).…”