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Social Constructivist Approach to Web-Based EFL Learning: Collaboration, Motivation, and Perception on the Use of Google Docs

Sarah Hsueh-Jui Liu and Yu-Ju Lan
Journal of Educational Technology & Society
Vol. 19, No. 1 (January 2016), pp. 171-186
Stable URL: http://www.jstor.org/stable/jeductechsoci.19.1.171
Page Count: 16
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Social Constructivist Approach to Web-Based EFL Learning: Collaboration, Motivation, and Perception on the Use of Google Docs
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Abstract

ABSTRACT This study reports on the differences in motivation, vocabulary gain, and perceptions on using or the Google Docs between individual and collaborative learning at a tertiary level. Two classes of English-as-a-Foreign Language (EFL) students were recruited and each class was randomly assigned into one of the two groups - individuals or collaborators. The results of the study are in line with those of previous studies in that the collaborators performed better than the individuals regarding vocabulary gain. The former was more likely than the latter to be motivated to acquire knowledge and to perceive the learning experience more positively. However, the results of this study suggest that, like many other Web 2.0 applications in support of peer scaffolding and knowledge co-construction, Google Docs plays a pivotal role in enhancing students' motivation and involvement.

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