Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners' attitude toward collaborative learning
You Su, Yanyan Li*, Jyh Chong Liang, Chin-Chung Tsai
Program of Learning Sciences
In recent years, there has been an increasing interest among language educators in implementing and researching collaborative learning in wiki-based learning environments. However, little empirical evidence has been reported about the role of EFL learners' online self-regulating capacity in their collaborative learning. This study used wiki-based literature circles as an instructional method to engage EFL learners in collaborative learning. Using a mixed research method, this study examined the under-researched relationship between learners' online self-regulation and their attitude toward learning through wiki-based literature circles activities. Quantitative data were collected from two surveys, the online self-regulated English learning (OSEL) and the attitude toward wiki-based literature circles (AWLC), among 228 university students in China. Qualitative data were collected from a follow-up interview of 13 participants to explore further the interplay between the students' online self-regulation and their attitude. The results indicated that students hold positive attitude toward learning through wiki-based literature circles in terms of perceived usefulness, self-efficacy, affection, and behavior. The findings partially confirmed the positive correlations between students' self-regulated learning strategies and their attitudes. More interestingly, stepwise regression analysis revealed that students' goal setting acted as a significant predicator of their perceived usefulness of and self-efficacy in completing wiki-based literature circles activities. Self-evaluation was found to be the variable to predict the learners' affection for and behavior in doing this task. This study highlighted the positive role of students' goal setting and self-evaluation for explaining their attitude toward wiki-based collaborative learning. Pedagogical implications and future work are also addressed.
Computer Assisted Language Learning
collaborative language learning
literature circles
Online self-regulation
self-regulated learning
Dive into the research topics of 'Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners' attitude toward collaborative learning'. Together they form a unique fingerprint.
Literature Circles Arts & Humanities 100%
EFL Learners Arts & Humanities 88%
Collaborative Learning Arts & Humanities 75%
Wikis Arts & Humanities 70%
Self-regulation Arts & Humanities 66%
self-regulation Social Sciences 51%
literature Social Sciences 22%
Su, Y., Li, Y., Liang, J. C., & Tsai, C-C. (2019). Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners' attitude toward collaborative learning. Computer Assisted Language Learning, 32(5-6), 556-586. https://doi.org/10.1080/09588221.2018.1527363
Moving literature circles into wiki-based environment : the role of online self-regulation in EFL learners' attitude toward collaborative learning. / Su, You; Li, Yanyan; Liang, Jyh Chong et al.
In: Computer Assisted Language Learning, Vol. 32, No. 5-6, 04.07.2019, p. 556-586.
Su, Y, Li, Y, Liang, JC & Tsai, C-C 2019, 'Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners' attitude toward collaborative learning', Computer Assisted Language Learning, vol. 32, no. 5-6, pp. 556-586. https://doi.org/10.1080/09588221.2018.1527363
Su Y, Li Y, Liang JC, Tsai C-C. Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners' attitude toward collaborative learning. Computer Assisted Language Learning. 2019 Jul 4;32(5-6):556-586. doi: 10.1080/09588221.2018.1527363
Su, You ; Li, Yanyan ; Liang, Jyh Chong et al. / Moving literature circles into wiki-based environment : the role of online self-regulation in EFL learners' attitude toward collaborative learning. In: Computer Assisted Language Learning. 2019 ; Vol. 32, No. 5-6. pp. 556-586.
@article{358680da37ac4145b6dcc230489d29fd,
title = "Moving literature circles into wiki-based environment: the role of online self-regulation in EFL learners{\textquoteright} attitude toward collaborative learning",
abstract = "In recent years, there has been an increasing interest among language educators in implementing and researching collaborative learning in wiki-based learning environments. However, little empirical evidence has been reported about the role of EFL learners{\textquoteright} online self-regulating capacity in their collaborative learning. This study used wiki-based literature circles as an instructional method to engage EFL learners in collaborative learning. Using a mixed research method, this study examined the under-researched relationship between learners{\textquoteright} online self-regulation and their attitude toward learning through wiki-based literature circles activities. Quantitative data were collected from two surveys, the online self-regulated English learning (OSEL) and the attitude toward wiki-based literature circles (AWLC), among 228 university students in China. Qualitative data were collected from a follow-up interview of 13 participants to explore further the interplay between the students{\textquoteright} online self-regulation and their attitude. The results indicated that students hold positive attitude toward learning through wiki-based literature circles in terms of perceived usefulness, self-efficacy, affection, and behavior. The findings partially confirmed the positive correlations between students{\textquoteright} self-regulated learning strategies and their attitudes. More interestingly, stepwise regression analysis revealed that students{\textquoteright} goal setting acted as a significant predicator of their perceived usefulness of and self-efficacy in completing wiki-based literature circles activities. Self-evaluation was found to be the variable to predict the learners{\textquoteright} affection for and behavior in doing this task. This study highlighted the positive role of students{\textquoteright} goal setting and self-evaluation for explaining their attitude toward wiki-based collaborative learning. Pedagogical implications and future work are also addressed.",
keywords = "collaborative language learning, literature circles, Online self-regulation, self-regulated learning, wikis",
author = "You Su and Yanyan Li and Liang, {Jyh Chong} and Chin-Chung Tsai",
note = "Funding Information: This work was supported by the National Social Science Fund of China under Grant no: BCA170077. Publisher Copyright: {\textcopyright} 2018, {\textcopyright} 2018 Informa UK Limited, trading as Taylor & Francis Group.",
journal = "Computer Assisted Language Learning",
T1 - Moving literature circles into wiki-based environment
T2 - the role of online self-regulation in EFL learners' attitude toward collaborative learning
AU - Su, You
AU - Li, Yanyan
AU - Liang, Jyh Chong
AU - Tsai, Chin-Chung
N1 - Funding Information: This work was supported by the National Social Science Fund of China under Grant no: BCA170077. Publisher Copyright: © 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group.
N2 - In recent years, there has been an increasing interest among language educators in implementing and researching collaborative learning in wiki-based learning environments. However, little empirical evidence has been reported about the role of EFL learners' online self-regulating capacity in their collaborative learning. This study used wiki-based literature circles as an instructional method to engage EFL learners in collaborative learning. Using a mixed research method, this study examined the under-researched relationship between learners' online self-regulation and their attitude toward learning through wiki-based literature circles activities. Quantitative data were collected from two surveys, the online self-regulated English learning (OSEL) and the attitude toward wiki-based literature circles (AWLC), among 228 university students in China. Qualitative data were collected from a follow-up interview of 13 participants to explore further the interplay between the students' online self-regulation and their attitude. The results indicated that students hold positive attitude toward learning through wiki-based literature circles in terms of perceived usefulness, self-efficacy, affection, and behavior. The findings partially confirmed the positive correlations between students' self-regulated learning strategies and their attitudes. More interestingly, stepwise regression analysis revealed that students' goal setting acted as a significant predicator of their perceived usefulness of and self-efficacy in completing wiki-based literature circles activities. Self-evaluation was found to be the variable to predict the learners' affection for and behavior in doing this task. This study highlighted the positive role of students' goal setting and self-evaluation for explaining their attitude toward wiki-based collaborative learning. Pedagogical implications and future work are also addressed.
AB - In recent years, there has been an increasing interest among language educators in implementing and researching collaborative learning in wiki-based learning environments. However, little empirical evidence has been reported about the role of EFL learners' online self-regulating capacity in their collaborative learning. This study used wiki-based literature circles as an instructional method to engage EFL learners in collaborative learning. Using a mixed research method, this study examined the under-researched relationship between learners' online self-regulation and their attitude toward learning through wiki-based literature circles activities. Quantitative data were collected from two surveys, the online self-regulated English learning (OSEL) and the attitude toward wiki-based literature circles (AWLC), among 228 university students in China. Qualitative data were collected from a follow-up interview of 13 participants to explore further the interplay between the students' online self-regulation and their attitude. The results indicated that students hold positive attitude toward learning through wiki-based literature circles in terms of perceived usefulness, self-efficacy, affection, and behavior. The findings partially confirmed the positive correlations between students' self-regulated learning strategies and their attitudes. More interestingly, stepwise regression analysis revealed that students' goal setting acted as a significant predicator of their perceived usefulness of and self-efficacy in completing wiki-based literature circles activities. Self-evaluation was found to be the variable to predict the learners' affection for and behavior in doing this task. This study highlighted the positive role of students' goal setting and self-evaluation for explaining their attitude toward wiki-based collaborative learning. Pedagogical implications and future work are also addressed.
KW - collaborative language learning
KW - literature circles
KW - Online self-regulation
KW - self-regulated learning
KW - wikis
JO - Computer Assisted Language Learning
JF - Computer Assisted Language Learning