Supporting self-regulated language learning skills online: awareness raising approaches for computer-supported collaboration

Abstract

To assist second language learners in becoming effective, aware, and reflective participants in higher education, support can be provided by integrating structured awareness raising approaches in the language curriculum. Drawing on self-regulation principles, such a structured awareness raising curriculum is most notably sustained by reflective one-to-one dialogue, also known as advising in language learning (ALL). While previous studies have shown that students who received this kind of support in face-to-face settings were able to successfully develop effective learning strategies, little research has demonstrated to what extent students can develop these strategies, supported by ALL, when learning online. This study shows how four groups of second language majors (n = 252) demonstrate knowledge and control of learning and learning strategies when discussing their planning and progress with peers online. This study draws on Google Classroom data (posts and comments: n = 957) collected over two semesters. Using digital conversation analysis and social network analysis, students were found to demonstrate (1) awareness of approaches to learning, (2) awareness of facilities, roles, and resources, and (3) awareness of self when collaborating with peers. This study shows how ALL can support students in effectively applying different learning strategies when engaged in computer-supported collaborative work.

Keywords:

• Language learning strategies
• self-regulated learning
• learning advising
• computer-supported collaborative learning
• peer interaction
• social network analysis

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

Japanese Society for the Promotion of Science.

Notes on contributors

Ward Peeters

Ward Peeters is a post-doc researcher in applied linguistics at the University of Antwerp (Belgium) and Visiting Professor at the Research Institute for Learner Autonomy Education at Kanda University of International Studies (Japan). He studies social network impact in foreign language learning and has conducted research projects in Belgium, Japan and South Africa as part of an extensive study on computer-supported collaborative work.

Jo Mynard

Jo Mynard is a Professor in the English department and Director of the Self-Access Learning Center (SALC) at Kanda University of International Studies (KUIS) in Japan where she has worked since 2008. She is also the Director of Research Institute for Learner Autonomy Education (RILAE) at KUIS. Her academic and professional interests are learner autonomy, advising in language learning, self-access learning, social and affective aspects of language learning, and CALL.