Please use this identifier to cite or link to this item: https://hdl.handle.net/10356/145074
Title: A case study of the dynamics of scaffolding among ESL learners and online resources in collaborative learning
Authors: Hsieh, Yi Chin
Keywords: Humanities::Language
Issue Date: 2016
Source: Hsieh, Y. C. (2017). A case study of the dynamics of scaffolding among ESL learners and online resources in collaborative learning. Computer Assisted Language Learning, 30(1-2), 115-132. doi:10.1080/09588221.2016.1273245
Journal: Computer Assisted Language Learning
Abstract: Collaborative learning has been widely applied in education, and has been seen as conducive to student learning. The advent of technology and its applications in education have also greatly enhanced the classroom learning environment, leading to increasing research attention on the combination of technology and collaboration. The case study discussed in this article explores collaborating learners’ patterns of interaction in an Internet-enhanced, face-to-face collaborative setting by investigating learners’ interactions with peers and online resources. Four graduate-level ESL learners (three Taiwanese and one Japanese) worked in pairs to write an essay with the support of online resources. The construct of high quality collaboration was used to examine learners’ interaction patterns. Three distinctive scaffolding patterns among learners and online resources were identified: (1) peer-to-peer scaffolding, (2) multi-directional scaffolding, and (3) individual scaffolding. The findings suggest that online resources can facilitate critical scaffolding in learners’ interaction and knowledge construction, which also encourages collaborative learner autonomy. The proficiency gap between collaborating learners was also observed to be alleviated through the support of online resources for the less proficient peers. This study sheds light on the role online resources can play in collaborative language learning.
URI: https://hdl.handle.net/10356/145074
ISSN: 0958-8221
DOI: 10.1080/09588221.2016.1273245
Rights: © 2016 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Informa UK Limited, trading as Taylor and Francis in Computer Assisted Language Learning on 30 Dec 2016, available online: http://www.tandfonline.com/10.1080/09588221.2016.1273245
Fulltext Permission: open
Fulltext Availability: With Fulltext
Appears in Collections:SoH Journal Articles

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