Abstract
This paper reports a comparative case study to explore the discrepancies in learning outcomes attained by two student groups in an identical CSCL activity in the language classroom and the differences in group behaviors that contributed to these discrepancies. From micro-analysis, group behaviors that are desired for language development are identified. The findings can inform future pedagogical and technological design to improve language learning in classrooms. Copyright © 2012 Asia-Pacific Society for Computers in Education.
| Original language | English |
|---|---|
| Title of host publication | Proceedings of the 20th International Conference on Computers in Education ICCE 2012 |
| Editors | Gautam BISWAS, Lung-Hsiang WONG, Tsukasa HIRASHIMA, Wenli CHEN |
| Place of Publication | Singapore |
| Publisher | National Institute of Education |
| Pages | 167-171 |
| ISBN (Print) | 9789810746490 |
| Publication status | Published - 2012 |
Citation
Xie, W., Chen, W., Wen, Y., & Looi, C. K. (2012). Reasoning and reformulating for linguistic knowledge improvement: A comparative case study in a CSCL classroom. In G. Biswas, L.-H. Wong, T. Hirashima, & W. Chen (Eds.), Proceedings of the 20th International Conference on Computers in Education ICCE 2012 (pp. 167-171). Singapore: National Institute of Education.Keywords
- CSCL
- Language learning
- Comparative study
- Collaborative dialogue