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Implementing technology-enhanced collaborative writing in second and foreign language learning: A review of practices, technology and challenges

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EDUCATION AND INFORMATION TECHNOLOGIES 2022年第6期27卷 8041-8069页

作者： Zhang, Ruofei Zou, Di Cheng, Gary Xie, Haoran Educ Univ Hong Kong Dept Math & Informat Technol Hong Kong Peoples R China Educ Univ Hong Kong Dept English Language Educ Hong Kong Peoples R China Lingnan Univ Dept Comp & Decis Sci Hong Kong Peoples R China

technology-enhanced collaborative writing (TECW) for second language development is receiving increasing research attention from educators and teachers. However, there have been few review studies investigating how teachers implement this activity, how they use technology for the implementation, and what challenges they have. To better prepare practitioners to use digital tools for collaborative writing among their students, we reviewed 42 relevant studies focusing on their implementation identifying nine main TECW practices. These include: receiving teacher training;grouping students;training students on collaboration;training students on technology;providing students with new knowledge of writing;monitoring processes and giving immediate help;providing sufficient autonomy to students;evaluating outcomes and giving feedback;and encouraging students' reflection. technology could support TECW implementation by expediting information delivery, developing group workspaces and group chatrooms, recording students' writing and collaboration behaviours and visualising their thoughts, enabling teacher commentary and information post, and presenting organised, analysed records of the TECW process. Challenges to TECW included: students' reluctance to collaborate and difficulties using new technology. Based on the review, we argue that teachers can influence the implementation of TECW from cognitive, metacognitive, behavioural, and motivational aspects. Teacher training, student autonomy, and the size of writing groups are potential areas for future research in TECW.

关键词： Collaborative writing Second language writing language teaching Teacher practice technology-enhanced language learning

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technology-enhanced self-regulated second language learning interventions: A systematic review

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SYSTEM 2025年 131卷

作者： Pan, Mengru Lai, Chun Guo, Kai Univ Hong Kong Fac Educ Room 668Meng Wah ComplexPokfulam Rd Hong Kong Peoples R China Huainan Normal Univ Sch Foreign Language Huainan Anhui Peoples R China

Self-regulated learning (SRL) is crucial to academic success and lifelong learning. Thus, considerable attention has been directed to cultivating students' self-regulated second language learning (SRLL). technology has been integrated into SRLL interventions to enhance the innovativeness and effectiveness in promoting SRLL for the past decade. This paper intends to give an overview of empirical studies on technology-enhanced SRLL interventions on three aspects: (a) how is technology incorporated into SRLL interventions;(b) how effective are technology-enhanced SRLL interventions;and (c) what instructional design features are critical. The review was based on 57 empirical studies from 2012 to 2024. The review revealed three types of technology-enhanced SRLL interventions: technology-supplemented SRLL intervention (i.e., technology as a space for immersive SRLL practice to supplement SRLL strategy training), technology-delivered SRLL intervention (i.e., technology as a tool for delivering SRLL strategy training), and technology-amplified SRLL intervention (i.e., technology as a pedagogical amplifier of SRLL practice without providing strategy training). The effect of technology-enhanced SRLL interventions on SRL and second language learning, although positive in general, varied across the three types. Different design features are essential to the three types too. The review generated a framework of critical design features for each type of technology-enhanced SRLL intervention.

关键词： Self-regulated learning technology-enhanced language learning Second language Intervention Systematic review

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Active reading dashboard in a learning analytics enhanced language-learning environment: effects on learning behavior and performance

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JOURNAL OF COMPUTERS IN EDUCATION 2024年第2期11卷 495-522页

作者： Toyokawa, Yuko Majumdar, Rwitajit Kondo, Taisho Horikoshi, Izumi Ogata, Hiroaki Kyoto Univ Grad Sch Informat Yoshida HonmachiSakyo Ku Kyoto 6068501 Japan Kyoto Univ Acad Ctr Comp & Media Studies Yoshida HonmachiSakyo Ku Kyoto 6068501 Japan

Various efforts to scaffold improving reading performance and skills have been investigated, yet there have been no efforts to visualize the active reading (AR) process using logs, verify the effects on learning behavior and performance, and further deepen reading comprehension in a data-driven manner. To this end, an Active Reading Dashboard (AR-D) was specifically designed to visualize students' reading behavior, such as annotations and artifacts created during AR. The dashboard provides individual feedback, allowing students to reflect on the information from the whole class. Such approaches are difficult when conducting AR with paper-based materials. A quasi-experimental study was conducted in high school English classes to examine the differences in the effects of including AR-D reflections (experimental group: AR-D) and only following the AR process (control group: AR). The results indicated that AR-D promoted participants' learning behaviors during AR. However, regarding students' vocabulary acquisition and reading comprehension performance, both groups increased in the post-test without any significant difference from the AR-D group. Our findings suggest that using the dashboard during the English AR activity promoted desired student behaviors in attempting answers in English. The visualized data in AR-D can be a scaffold to decide on the next step toward improvement, which is one of the main objectives of integrating learning Analytics (LA) in practice. We discuss how the LA dashboard can be used in a learning environment as effective means for learners and teachers.

关键词： Active reading Active reading dashboard learning analytics technology-enhanced language learning

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A state-of-the-art review of the modes and effectiveness of multimedia input for second and foreign language learning

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COMPUTER ASSISTED language learning 2022年第9期35卷 2790-2816页

作者： Zhang, Ruofei Zou, Di Educ Univ Hong Kong Dept English Language Educ 10 Ping Rd Hong Kong Peoples R China

Multimedia technology has been advancing the development of second/foreign language learning over the past two decades. Multimedia input (e.g. text, images, audio, animation, and captions/subtitles) has been extensively investigated and applied as facilitative in second/foreign language education. The increasing recognition and application appear to call for a review of the studies investigating the effectiveness of various multimedia input modes for promoting second/foreign language learning to provide a contemporary and comprehensive picture of the field. Accordingly, the present study reviews 41 relevant articles appearing in SSCI journals while identifying five main types of tools used in the studies (i.e. computers, mobile devices, printed materials, audio players, and the integration of PowerPoint slides and stereo speakers) and four main target aspects (i.e. vocabulary knowledge, listening comprehension, reading comprehension, and grammar knowledge). Reported most frequently were the effectiveness of three features: audio-plus-animation-plus-captions/subtitles in developing vocabulary and grammar knowledge;audio-plus-animation in promoting listening comprehension;and text-plus-audio in facilitating reading comprehension. The reviewed articles collectively noted the need for more research on learner factors and influences of different features of multimedia input on learning outcomes and learning process.

关键词： Foreign language multimedia-enhanced learning second language technology-enhanced language learning

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Types, features, and effectiveness of technologies in collaborative writing for second language learning

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COMPUTER ASSISTED language learning 2022年第9期35卷 2391-2422页

作者： Zhang, Ruofei Zou, Di Educ Univ Hong Kong Dept English Language Educ 10 Lo Ping Rd Hong Kong Peoples R China

technology-enhanced collaborative writing for second language learning has been receiving accumulating attention from researchers and educators over years. However, there was a lack of updated review with foci on the types and effectiveness of technologies in collaborative writing. This study conducted a systematic and in-depth review of 34 relevant empirical studies from 2009 to 2019. The results showed that wikis, Google Docs, offline word processors, Facebook, chats, and forums were the six main types of tools for collaborative writing. Technologies had overall positive effects on students' joint writing qualities, individual writing development, and perceptions of learning tasks. Advantages include prompting group interactions, helping students reflect on their work and identify errors and weakness, boosting learner motivation and confidence, facilitating writing, encouraging students to learn from others, and making the learning process enjoyable. Technologies may be ineffective when technologies were inconvenient to use, when students did not devote adequate effort to planning and reflection, and when students lacked co-responsibility for the writing. This research aims to help researchers and educators understand factors that lead to effective technology enhanced collaborative writing and assist their selection of appropriate technologies and implementation of collaborative writing in and out of class.

关键词： Collaborative writing computer-assisted language learning second language writing technology-enhanced language learning

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Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning

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COMPUTER ASSISTED language learning 2022年第4期35卷 696-742页

作者： Zhang, Ruofei Zou, Di Educ Univ Hong Kong Dept English Language Educ 10 Lo Ping Rd Hong Kong Peoples R China

Digital technologies have been widely used to enhance language learning, the effectiveness of which has been acknowledged in the literature. With the rapid development of digital devices and technologies, increasing technologies have been used in the most recent several years, leading to more diversified approaches to language education. This exceptional advance over the past few years calls for a summary of state-of-the-art technologies that have been used to enhance language learning and promote effective learning. The present study was conducted to fill this gap by reviewing all the relevant publications in 10 widely recognised journals in the field of technology-enhanced language learning. An analysis of 57 articles indicated five major types of technology for second and foreign language learning (i.e. technologies for mobile learning, multimedia learning and socialisation, speech-to-text and text-to-speech recognition, and digital-game-based learning). The results also showed four primary purposes and benefits of the state-of-the-art technologies: promoting practices, delivering instructional content, facilitating interactions, and restructuring teaching approaches. Moreover, these state-of-the-art technologies have been integrated into various aspects of language teaching and learning, the overall impact of which has been positive.

关键词： Computer-assisted language learning mobile-assisted language learning mobile learning multimedia learning technology-enhanced language learning

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technology-enhanced self-regulation training: A dynamic training model to facilitate second language Vietnamese learners' self-regulated writing skills

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SYSTEM 2025年 130卷

作者： Tran, Thi Thanh Thao Ma, Qing Hue Univ Univ Foreign Languages & Int Studies 57 Nguyen Khoa Chiem Hue 530000 Vietnam Educ Univ Hong Kong Tai Po 10 Lo Ping Rd Hong Kong Peoples R China

In this mixed-methods study, we investigated the impact of technology-enhanced self-regulation training on the academic writing performance of second language Vietnamese students. Data were gathered from 78 undergraduates attending an academic writing course at a Vietnamese state university. The experimental group underwent 15-week training in technology-enhanced, self-regulated writing processes, while the control group received conventional academic writing instruction with the same duration. Both groups participated in pre- and post-training writing assessments;focus group discussions with selected participants from the experimental group were held to gauge their perception of the technology-enhanced, self-regulated writing training. The quantitative results indicate that the experimental group surpassed the control group in overall writing test scores, sub-component scores (including content, organization, vocabulary, and grammar), and the three facets of lexical richness (i.e., lexical density, sophistication, and diversity). The interview findings suggest that the training improved factors vital for self-regulated writing, including writing confidence, motivation, the use of individualized writing strategies, and technology autonomy. This study demonstrates that second language students can successfully engage with technology-enhanced self-regulation training to improve their self- regulation of academic writing in English. These findings offer valuable insights for second language educators concerning the incorporation of technology-enhanced self-regulation training in their writing instruction.

关键词： Self-regulated learning Writing skills technology-enhanced language learning Training model

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Self-regulated digital game-based vocabulary learning: motivation, application of self-regulated learning strategies, EFL vocabulary knowledge development, and their interplay

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COMPUTER ASSISTED language learning 2024年

作者： Zhang, Ruofei Zou, Di Cheng, Gary Educ Univ Hong Kong Dept Math & Informat Technol Hong Kong Peoples R China Lingnan Univ Ctr English & Addit Languages Hong Kong Peoples R China Lingnan Univ LBY222 Hong Kong Peoples R China

Digital game-based learning has shown usefulness in developing EFL vocabulary knowledge and encouraging learner application of self-regulated learning (SRL) strategies. Previous literature revealed that applying SRL strategies might improve motivation. High motivation, in turn, may promote vocabulary knowledge development - These findings may be generalised in digital game-based learning and explain its effectiveness. However, so far, motivation and its associated interplay have barely been considered in this learning context. To address the gap, we developed a self-regulated digital game-based EFL vocabulary learning (SR-DGBVL) program and conducted mixed-method research on motivation, application of SRL strategies, vocabulary knowledge development, and their interplay therein. One-hundred-and-one Chinese university students (experimental group: 50;control group: 51) engaged in our study and were evaluated through pre-test, immediate post-test, and delayed post-test of vocabulary knowledge, questionnaires, and semi-structured interviews. Results revealed that the SR-DGBVL participants experienced significantly greater improvements in vocabulary knowledge and reported higher levels of motivation compared to those in the conventional vocabulary learning context. We also found motivation to be a full mediator between the use of SRL strategies and vocabulary knowledge development. Interestingly, the application of SRL strategies appeared consistent across different learning methods. From these findings, we suggest long-term SRL training, investigation of SRL strategies with consideration of motivational variables, and longitudinal qualitative studies on learners' SRL strategy use.

关键词： Digital game-based learning motivation self-regulated learning technology-enhanced language learning vocabulary learning

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Design and Evaluation of a Game-based language learning Web Application for English language Learners in Thailand 29

Design and Evaluation of a Game-based Language Learning Web ...

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29th International Conference on Computers in Education (ICCE)

作者： Poonpon, Kornwipa Chansanam, Wirapong Srisawat, Chawin Poochanon, Trinwattana Khon Kaen Univ Smart Learning Innovat Res Ctr Khon Kaen Thailand

ISBN: (纸本)9789869721479

This paper proposes a game-based language learning web application, ELA-TIGA, developed for junior high school students to support their English language self-learning. This web application was designed by using a waterfall model and System Development Life Cycle (SDLC) on the Moodle platform and Database Management System (DBMS). The content and games in the ELA-TIGA app were framed by the Task-Input-Genre-Assessment teaching model for language learning. This preliminary study investigated the participating teachers' application evaluation. The participants were sixteen English language teachers from sixteen junior high schools in a north eastern province in Thailand. The teachers were trained how to use the ELA-TIGA app and later tried out the app with their students. After that, they were asked to complete a questionnaire with close-ended and open-ended questions. The findings reveal the teachers' positive feedback about the application's content and instructional design, user interface, and game and interaction design. Besides, the teachers claimed that a variety of games are easy to use and appropriate for their students' English ability. The application can also motivate their students to learn English. They expected to fully use ELA-TIGA in the near future and believed it would be very useful for their students, especially during an online learning period caused by the COVID-19 pandemic.

关键词： technology in education technology-enhanced language learning game-based language learning online games web application

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Designing a Virtual learning Environment Based on a Learner language Corpus 20th

Designing a Virtual Learning Environment Based on a Learner ...

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20th International Conference on Web-based learning (ICWL)

作者： Norak, Kaisa Poldoja, Hans Tallinn Univ Narva Mnt 25 EE-10120 Tallinn Estonia

ISBN: (纸本)9783030907853;9783030907846

Learner language corpora which contain examples of written texts have been invaluable for research on second language acquisition and the development of corpus-based learning resources. However, building a learner corpora can be a slow process and the resources based on these corpora often do not directly benefit the language learners who provided their texts for analysis. One way to solve these problems is to combine a learner corpus with a virtual learning environment so that the learners can submit examples of their language use to the corpus and gain from online learning resources developed by teachers and researchers with the help of corpus analysis. Using participatory design methods, a prototype of an integrated learning environment was designed based on Estonian learner language corpus. Findings from the participatory design process helped us to understand learners' motivation for using a corpus-based virtual learning environment and to identify necessary support structures. Integrating a virtual learning environment with a learner language corpus opens up new opportunities for language technology research. While this study has been carried out in the context of Estonian learner corpus, the same design principles can be transferred to other language corpora.

关键词： Learner language corpus Virtual learning environments Participatory design technology-enhanced language learning Data-driven learning

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