Exploring college English language learners’ self and social regulation of learning during wiki-supported collaborative reading activities
Exploring college English language learners’ self and social regulation of learning during wiki-supported collaborative reading activities
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DOI：
10.1007/s11412-018-9269-y
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发表时间：
2018-02
影响因子：
4.3
通讯作者：
You Su;Yanyan Li;Hening Hu;C. Rosé
中科院分区：
文献类型：
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作者：
You Su;Yanyan Li;Hening Hu;C. Rosé
学生的调节已经被概念化为有效和高效的协作学习的重要推动力。然而，关于计算机支持的协作学习（CSCL）中语言学习者调节行为的实证研究却很少。本研究的目的是探讨在英语作为外语学习的背景下，维基支持的协作阅读活动中自我和社会方面的调节的发生。60名中国大学生被分为12组，参加了为期16周的学期研究。采用内容分析和序列分析相结合的方法，对大学生的聊天记录进行编码和分析，从调节类型、调节过程和调节重点三个方面探讨大学生自我调节和社会调节行为的特点。结果表明，所有群体都表现出积极的社会调节的合作活动。与低绩效组相比，高绩效组在“社会调节”、“评价”、“内容监控”和“社会情绪调节”方面表现出明显不同的调节行为模式。此外，分析还进一步揭示了高绩效群体的调节更加连续和顺畅，而低绩效群体则倾向于迷失在“自我调节”或“组织化”等单一的重复调节行为模式中。这项研究不仅填补了当前英语协作学习文献的空白，而且有助于我们对CSCL中社会调节的了解。教学的影响和未来的研究也得到了解决。
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.