NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1087154
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: EISSN-1436-4522
Social Constructivist Approach to Web-Based EFL Learning: Collaboration, Motivation, and Perception on the Use of Google Docs
Liu, Sarah Hsueh-Jui; Lan, Yu-Ju
Educational Technology & Society, v19 n1 p171-186 2016
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.
International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Taiwan
Grant or Contract Numbers: N/A