The effect of computer-assisted cooperative learning methods and group size on the EFL learners’ achievement in communication skills

AbuSeileek, Ali Farhan

doi:10.1016/j.compedu.2011.07.011

Cited by 123 publications

(57 citation statements)

References 12 publications

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“…[17] AbuSeileek examined the effects of collaborative learning, small group size, and two different instructional modes among undergraduate students who took English as a Foreign Language (EFL). [18] AbuSeileek found that a groups of 5-students showed significantly better performance over groups of 2 to 7 students. [18] In contrast, Morrison argued that it is not uncommon for one or more group members who tend to be on the lazy side, not to contribute when there are more than 4 members in a group and considered that the ideal group size for online is 3 or 4 group members.…”

Section: Discussionmentioning

confidence: 99%

“…[18] AbuSeileek found that a groups of 5-students showed significantly better performance over groups of 2 to 7 students. [18] In contrast, Morrison argued that it is not uncommon for one or more group members who tend to be on the lazy side, not to contribute when there are more than 4 members in a group and considered that the ideal group size for online is 3 or 4 group members. [19] As stated earlier, students who wanted to complete the assignments by him/herself, were allowed to do so independently.…”

Section: Discussionmentioning

confidence: 99%

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Student perceptions of group experience in online RN-to-BSN research course

Kim‐Godwin

Martínez

2016

JNEP

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Objective: The overall aim of this pilot study was to explore students' perception of teaching, social, cognitive and learner presence within an RN to BSN asynchronous online nursing research course. Methods: This descriptive correlational study used an online survey. Students' perceptions of learning effectiveness regarding group size and class size were assessed with the Revised Community of Inquiry (RCOI) Conclusions:The findings of the current study imply that learning effectiveness was not associated with group sizes or class sizes. However, the findings suggest that the use of group collaboration promotes teaching, social, cognitive, and learner presence.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Student perceptions of group experience in online RN-to-BSN research course

Kim‐Godwin

Martínez

2016

JNEP

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“…Positive impacts of computer-supported collaborative "focus on form" on grammatical accuracy is partially warranted in NNS-NNS and NNS-NS pattern [5,25,28,36,39]. The ECEs generated in NNS-NS interactions were deemed to facilitate authentic language input and interactional modifications regarding morphosyntax, lexicons and pronunciation with a wealth of target-like linguistic and stylistic features [14,21,22,25,31,32].…”

Section: Sotillo (2005) [28]mentioning

confidence: 99%

“…Previous meta-analyses have reported that computer-supported collaborative learning (CSCL), where individuals are encouraged or required in negotiation and sharing of meanings to solve problems at hand in groups or within organizations with the help of modern information and communication technology [1,2], markedly enhanced learning opportunities for non-native speakers [3][4][5][6][7][8][9][10]. These overall advantages of CSCL were variously explained from different theoretical perspectives: computer-supported collaboration functions on the basis of "groupware" providing individuals with a higher level of information sharing, coordinating and navigating; social connectivity was enhanced through equal participation that was facilitated in the CSCL environment; and especially the socially distributed process of inquiry in CSCL has been underscored for building collective intelligence in such a technologically sophisticated collaborative language-learning environment.…”

Section: Rationalementioning

confidence: 99%

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Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review

2018

Education Sciences

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Abstract:Computer-supported collaborative learning facilitates the extension of second language acquisition into social practice. Studies on its achievement effects speak directly to the pedagogical notion of treating communicative practice in synchronous computer-mediated communication (SCMC): real-time communication that takes place between human beings via the instrumentality of computers in forms of text, audio and video communication, such as live chat and chatrooms as socially-oriented meaning construction. This review begins by considering the adoption of social interactionist views to identify key paradigms and supportive principles of computer-supported collaborative learning. A special focus on two components of communicative competence is then presented to explore interactional variables in synchronous computer-mediated communication along with a review of research. There follows a discussion on a synthesis of interactional variables in negotiated interaction and co-construction of knowledge from psycholinguistic and social cohesion perspectives. This review reveals both possibilities and disparities of language socialization in promoting intersubjective learning and diversifying the salient use of interactively creative language in computer-supported collaborative learning environments in service of communicative competence.

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Enhancing team collaboration through integrating social interactions in a Web‐based development environment

Nguyen

Dang

et al. 2016

Comp Applic In Engineering

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This paper presents the design and evaluation of a Web-based collaborative learning environment called EduCo for learning and practicing team-based exercises in computer science and software engineering courses. EduCo's defining characteristic is integrating a number of services for software development activities, for example, project management, requirements engineering, design, and programming into integrated shared workspaces with social-networking facilities to enhance collaboration among students and instructors. We conducted a controlled experiment to evaluate the effectiveness of the system in doing a three-iteration programming project. A total of 126 second-year students who attended an object-oriented programming course participated in the experiment. The results show that while the system was not found to affect student programming performance, it improved student engagement and satisfaction when working in teams. These results imply that the system's shared workspaces and social-networking services have the potential to enhance learning outcomes of students working in teams when these features are integrated into collaborative learning environments. ß

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The effect of computer-assisted cooperative learning methods and group size on the EFL learners’ achievement in communication skills

Cited by 123 publications

References 12 publications

Student perceptions of group experience in online RN-to-BSN research course

Student perceptions of group experience in online RN-to-BSN research course

Improving Communicative Competence through Synchronous Communication in Computer-Supported Collaborative Learning Environments: A Systematic Review

Enhancing team collaboration through integrating social interactions in a Web‐based development environment

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