Computer Supported Collaborative LANGUAGE Learning (CSCLL)

Min Jung Jee

doi:10.4995/eurocall.2010.16335

Authors

Min Jung Jee University of Texas at Austin

DOI:

https://doi.org/10.4995/eurocall.2010.16335

Keywords:

Computer-Supported Collaborative Learning (CSCL), ESL, EFL, technologyrelated literacy, collaborative language learning, CALL

Abstract

As the title suggests, the concept of Computer-Supported Collaborative Language Learning (CSCLL) adopts and shares many aspects of Computer-Supported Collaborative Learning (CSCL). This article is an attempt to incorporate CSCL in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts, and to examine the potential applicability of CSCL in ESL and EFL classes. The goal of this article is to examine potential effects of CSCL in ESL and EFL. To validate its usefulness, the theoretical framework of CSCL and the effects of collaboration in language learning are introduced. With guidelines for task design, a sample of CSCLL is presented. The specific description of the sample is designed to enhance the ESL and EFL teachers' understanding and to motivate them to use CSCLL in their teaching contexts. Practical tips for classroom implementation will be also included. In addition, potential benefits and limitations are discussed. Among these are increased authenticity, eliciting students' active participation and interaction, flexibility, reduced anxiety and higher motivation, scaffolding and collaboration, learnercenteredness, developing electronic literacy and promoting ownership and personal responsibility by webpublishing. Affordability, practicality and heavy work-load for the teachers can be considered as potential limitations. Finally, pedagogical implications for teachers and researchers are suggested.

Downloads

Download data is not yet available.

References

Bejarano, Y. (1987) A cooperative small-group methodology in the language classroom. TESOL Quarterly. 21(3). https://doi.org/10.2307/3586499

Bransford, J. D., Vye, N., Kinzer, C., & Risko, R. (1990) Teaching thinking and content knowledge: Toward an integrated approach. In. B. Jones & L. Idol( Eds.) Dimensions of thinking and cognitive instruction (pp. 381-413). Hillsdale NJ: Erlbaum.

Chapelle, C. A. (1998) Multimedia CALL: Lessons to be learned from research on instructed SLA . Language, Learning & Technology. 2(1). 21-39.

Collins, A., Brown, J. S., & Newman, S. (1989) Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser. Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.

Ellis, C. A., Gibbs, S. J., & Rein, G. L. (1991) Groupware: Some issues and experiences. Communications of the ACM, 34(1), 38-58. https://doi.org/10.1145/99977.99987

Hampel, R. (2006). Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL, 18(1): 105-121. https://doi.org/10.1017/S0958344006000711

Hsiao, D. (2000) Theories. Available at: http://www.edb.utexas.edu/csclstudent/Dhsiao/theories.html#what

Krashen, S. D. (1985). The input hypothesis: Issues and implications. London: Longman.

Long, M. H. (1985). Input and second language acquisition theory. In Input in second language acquisition, ed. Susan Gass and C. Madden. Rowley, Mass: Newbury House.

McKenzie (2000) The Ties that Bind: Providing Support for Coherence throughout the Research Process. Available at: http://fno.org/sum00/links2.html

Meskill, C. (1999) Computers as Tools for Sociocollaborative Language Learning. In: Cameron, K. (ed.), Computer assisted language learning (CALL): media, design and applications. Lisse: Swets & Zeitlinger, 141-162.

Nunan, D. (eds.) (1992) Collaborative language Learning and Teaching. Cambridge: Cambridge University Press.

Panitz, T. (Year not available) The Case For Student Centered Instruction Via Collaborative Learning Paradigms. Available at: http://home.capecod.net/~tpanitz/tedsarticles/coopbenefits.htm

Sharan, S. et al. (1984) Cooperative Learning in the Classroom: Research in Desegregated Schools. Hillsdale, N.J.: Erlbaum.

Slavin, R. E. (1983) Cooperative Learning. New York: Longman. https://doi.org/10.2307/3324014

Stevens, R. J., N. A. Madden, R. E. Slavin, and A. M. Farnish. (1987) Cooperative integrated reading and coposition: two field experiments. Reading Research Quarterly. 22(4). https://doi.org/10.2307/747701

Stevens, R. J., R. E. Slavin, and A. M. Farnish. (1991) The effects of cooperative learning and direct instruction in reading comprehension strategies on main idea identification. Journal of Educational Psychology, March. https://doi.org/10.1037/0022-0663.83.1.8

Vygotsky, L. S. (1978) Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner , & E. Souberman, Eds.). Cambridge, MA : Harvard University Press.

Warschauer (1999) Electronic Literacies: Language, Culture, and Power in Online Education. Lawrence Erlbaum Associates. https://doi.org/10.4324/9781410604682

Wasson, B. (1998) CSCL- A brief overview & interesting links for further study. Available at: http://www.uib.no/People/sinia/CSCL/index.html

Wilson, B., & Cole, P. (1994) An instructional-design review of cognitive teaching models. Paper presented at the meeting of the American Educational Research Association, Chicago, IL, April 1994.