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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.
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- Exploring college English language learners’ self and social regulation of learning during wiki-supported collaborative reading activities
Carolyn P. Rosé
- Springer US
International Journal of Computer-Supported Collaborative Learning
An Official Publication of the International Society of the Learning Sciences
Print ISSN: 1556-1607
Elektronische ISSN: 1556-1615
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