Supporting Self-Regulated Language Learning Skills Online: Awareness Raising Approaches for Computer-Supported Collaboration

Autor/inn/en	Peeters, Ward; Mynard, Jo
Titel	Supporting Self-Regulated Language Learning Skills Online: Awareness Raising Approaches for Computer-Supported Collaboration
Quelle	In: Language Awareness, 32 (2023) 1, S.132-152 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peeters, Ward) ORCID (Mynard, Jo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-8416
DOI	10.1080/09658416.2021.2018447
Schlagwörter	Metacognition; Second Language Learning; Second Language Instruction; Learning Strategies; Social Networks; Network Analysis; Discourse Analysis; Virtual Classrooms; Online Courses; Majors (Students); Undergraduate Students; Self Concept; Teaching Methods; Computer Mediated Communication; Peer Relationship; Curriculum Design; Personal Autonomy; Cognitive Style; Student Role; Intercultural Communication; Business Communication; Thai; Languages for Special Purposes; Private Colleges; Indonesian; Vietnamese; Chinese; Korean; Spanish; Portuguese; Foreign Countries; Graphs; Group Discussion; Japanese; Native Language; Japan (Tokyo) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Zweitsprachenerwerb; Fremdsprachenunterricht; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Social network; Soziales Netzwerk; Netzplantechnik; Diskursanalyse; Online course; Online-Kurs; Selbstkonzept; Teaching method; Lehrmethode; Unterrichtsmethode; Computerkonferenz; Peer-Beziehungen; Lehrplangestaltung; Individuelle Autonomie; Cognitive styles; Kognitiver Stil; Interkulturelle Kommunikation; Unternehmenskommunikation; Sprachhandlungsfähigkeit; Privathochschule; China; Chinesen; Koreanisch; Spanisch; Portugiesischunterricht; Ausland; Grafische Darstellung; Gruppendiskussion; Japaner; Japanisch
Abstract	To assist second language learners in becoming effective, aware, and reflective participants in higher education, support can be provided by integrating structured awareness raising approaches in the language curriculum. Drawing on self-regulation principles, such a structured awareness raising curriculum is most notably sustained by reflective one-to-one dialogue, also known as advising in language learning (ALL). While previous studies have shown that students who received this kind of support in face-to-face settings were able to successfully develop effective learning strategies, little research has demonstrated to what extent students can develop these strategies, supported by ALL, when learning online. This study shows how four groups of second language majors (n = 252) demonstrate knowledge and control of learning and learning strategies when discussing their planning and progress with peers online. This study draws on Google Classroom data (posts and comments: n = 957) collected over two semesters. Using digital conversation analysis and social network analysis, students were found to demonstrate (1) awareness of approaches to learning, (2) awareness of facilities, roles, and resources, and (3) awareness of self when collaborating with peers. This study shows how ALL can support students in effectively applying different learning strategies when engaged in computer-supported collaborative work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01