Skip to main content
SpringerLink
Log in

Exploring college English language learners’ self and social regulation of learning during wiki-supported collaborative reading activities

  • Published:
International Journal of Computer-Supported Collaborative Learning Aims and scope Submit manuscript

Abstract

Students’ regulation has been conceptualized as an important impetus for effective and efficient collaborative learning. However, little empirical evidence has been reported about language learners’ regulatory behaviors in computer-supported collaborative learning (CSCL). The purpose of this study is to investigate the occurrence of self and social aspects of regulation during wiki-supported collaborative reading activities in the context of learning English as a foreign language (EFL). Sixty Chinese college students organized in twelve groups participated in this study over a sixteen-week semester. Using an integrated method of content analysis and sequential analysis, students’ chat logs were coded and analyzed to explore the characteristics of students’ self and social regulatory behaviors in terms of regulation type, regulation process, and regulation focus. Results indicate that all groups demonstrated active social regulation in the collaborative activities. Compared with low-performing groups, high-performing groups displayed distinctively different patterns of regulatory behaviors in “social regulation,” “evaluating,” “content monitoring,” and “social emotional regulation.” Moreover, the analysis further reveals a more continuous and smooth regulation in the high-performing groups, while low-performing groups tended to be lost in a single repeated regulatory behavior pattern such as “self-regulation” or “organizing”. This study not only fills a gap in the current collaborative English learning literature, but also contributes to our knowledge of social regulation in CSCL. Pedagogical implications and future research are also addressed.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7

Similar content being viewed by others

References

  • Azevedo, R. (2009). Theoretical, conceptual, methodological, and instructional issues in research on metacognition and self-regulated learning: A discussion. Metacognition and Learning, 4(1), 87–95.

    Article  Google Scholar 

  • Azevedo, R. (2014). Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning. Metacognition and Learning, 9(2), 217–228.

    Article  Google Scholar 

  • Azevedo, R. (2015). Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological and analytic issues. Educational Psychologist, 50(1), 84–94.

    Article  Google Scholar 

  • Bakeman, R., & Gottman, J. M. (1997). Observing interaction: An introduction to sequential analysis (2nd ed.). Cambridge: Cambridge University Press.

    Book  Google Scholar 

  • Biasutti, M. (2017). A comparative analysis of forums and wikis as tools for online collaborative learning. Computers & Education, 111, 158–171.

    Article  Google Scholar 

  • Chang, H., & Windeatt, S. (2016). Developing collaborative learning practices in an online language course. Computer Assisted Language Learning, 29(8), 1271–1286.

    Article  Google Scholar 

  • Cress, U., & Kimmerle, J. (2008). A systemic and cognitive view on collaborative knowledge building with wikis. International Journal of Computer-Supported Collaborative Learning, 3(2), 105–122.

    Article  Google Scholar 

  • Dolosic, H. N., Brantmeier, C., Strube, M., & Hogrebe, M. C. (2016). Living language: Self-assessment, oral production, and domestic immersion. Foreign Language Annals, 49(2), 1–15.

    Article  Google Scholar 

  • Donato, R. (1994). Collective scaffolding in second language learning. In J. P. Lantolf & G. Appel (Eds.), Vygotskian approaches to second language research (pp. 33–56). Norwood: Ablex.

    Google Scholar 

  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in L2 acquisition. Mahwah: Lawrence Erlbaum Associates.

    Google Scholar 

  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. New York: Routledge.

    Google Scholar 

  • Dörnyei, Z., & Tseng, W. T. (2009). Motivational processing in interactional tasks. In A. Macky & C. Polio (Eds.), Multiple perspectives on interaction: Second language research in honor of Susan M. Gass (pp. 117–134). London: Routledge.

    Google Scholar 

  • Ducate, L., Anderson, L., & Moreno, N. (2011). Wading through the world of wikis: An analysis of three wiki projects. Foreign Language Annals, 44(3), 495–524.

    Article  Google Scholar 

  • Grau, V., & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22(6), 401–412.

    Article  Google Scholar 

  • Hadwin, A. F., & Järvelä, S. (2011). Introduction to a special issue on social aspects of self-regulated learning: Where social and self meet in the strategic regulation of learning. Teachers College Record, 113(2), 235–239.

    Google Scholar 

  • Hadwin, A., & Oshige, M. (2011). Self-regulation, coregulation, and socially shared regulation: Exploring perspectives of social in self-regulated learning theory. Teachers College Record, 113(2), 240–264.

    Google Scholar 

  • Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 65–84). New York: Routledge.

    Google Scholar 

  • Hou, H. T. (2015). Integrating cluster and sequential analysis to explore learners’ flow and behavioral patterns in a simulation game with situated-learning context for science courses: A video-based process exploration. Computers in Human Behavior, 48, 424–435.

    Article  Google Scholar 

  • Hou, H. T., & Wu, S. Y. (2011). Analyzing the social knowledge construction behavioral patterns of an online synchronous collaborative discussion instructional activity using an instant messaging tool: A case study. Computers & Education, 57(2), 1459–1468.

    Article  Google Scholar 

  • 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), 115–132.

    Article  Google Scholar 

  • Hurme, T. R., Palonen, T., & Järvelä, S. (2006). Metacognition in joint discussions: An analysis of the patterns of interaction and the metacognitive content of the networked discussions in mathematics. Metacognition and Learning, 1(2), 181–200.

    Article  Google Scholar 

  • Iiskala, T., Vauras, M., & Lehtinen, E. (2004). Socially-shared metacognition in peer learning? Hellenic Journal of Psychology, 1, 147–178.

    Google Scholar 

  • Iiskala, T., Vauras, M., Lehtinen, E., & Salonen, P. (2011). Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes. Learning and Instruction, 21(3), 379–393.

    Article  Google Scholar 

  • Isohätälä, J., Järvenoja, H., & Järvelä, S. (2017). Socially shared regulation of learning and participation in social interaction in collaborative learning. International Journal of Educational Research, 81, 11–24.

    Article  Google Scholar 

  • Janssen, J., Erkens, G., Kirschner, P. A., & Kanselaar, G. (2012). Task-related and social regulation during online collaborative learning. Metacognition and Learning, 7(1), 25–43.

    Article  Google Scholar 

  • Järvelä, S., & Hadwin, A. F. (2013). New Frontiers: Regulating learning in CSCL. Educational Psychologist, 48(1), 25–39.

    Article  Google Scholar 

  • Järvelä, S., Järvenoja, H., Malmberg, J., & Hadwin, A. F. (2013). Exploring socially shared regulation in the context of collaboration. Journal of Cognitive Education and Psychology, 12(3), 267–286.

    Article  Google Scholar 

  • Järvelä, S., Kirschner, P. A., Hadwin, A., Järvenoja, H., Malmberg, J., Miller, M., & Laru, J. (2016a). Socially shared regulation of learning in CSCL: Understanding and prompting individual- and group-level shared regulatory activities. International Journal of Computer-Supported Collaborative Learning, 11(3), 263–280.

    Article  Google Scholar 

  • Järvelä, S., Malmberg, J., & Koivuniemi, M. (2016b). Recognizing socially shared regulation by using the temporal sequences of online chat and logs in CSCL. Learning and Instruction, 42, 1–11.

    Article  Google Scholar 

  • Järvenoja, H., & Jarvelä, S. (2009). Emotion control in collaborative learning situations: Do students regulate emotions evoked by social challenges? British Journal of Educational Psychology, 79(3), 463–481.

    Article  Google Scholar 

  • Järvenoja, H., Järvelä, S., & Malmberg, J. (2015). Understanding regulated learning in situative and contextual frameworks. Educational Psychologist, 50(3), 204–219.

    Article  Google Scholar 

  • Jones, A., & Issroff, K. (2005). Learning technologies: Affective and social issues in computer-supported collaborative learning. Computers & Education, 44(4), 395–408.

    Article  Google Scholar 

  • Kapur, M. (2011). Temporality matters: Advancing a method for analyzing problem-solving processes in a computer-supported collaborative environment. International Journal of Computer-Supported Collaborative Learning, 6(1), 39–56.

    Article  Google Scholar 

  • Kelley, T. L. (1939). The selection of upper and lower groups for the validation of test items. Journal of Educational Psychology, 30(1), 17–24.

    Article  Google Scholar 

  • Kennedy, C., & Miceli, T. (2013). In piazza online: Exploring the use of wikis with beginner foreign language learners. Computer Assisted Language Learning, 26(5), 389–411.

    Article  Google Scholar 

  • Kessler, G. (2009). Student initiated attention to form in wiki based collaborative writing. Language, Learning and Technology, 13(1), 79–95.

    Google Scholar 

  • Kreijns, K., Kirschner, P. A., & Jochems, W. (2003). Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research. Computers in Human Behavior, 19(3), 335–353.

    Article  Google Scholar 

  • Lai, C., & Gu, M. (2011). Self-regulated out-of-class language learning with technology. Computer Assisted Language Learning, 24(4), 317–335.

    Article  Google Scholar 

  • Lajoie, S. P., & Lu, J. (2012). Supporting collaboration with technology: Does shared cognition lead to co-regulation in medicine? Metacognition and Learning, 7(1), 45–62.

    Article  Google Scholar 

  • Larson, L. C. (2009). Reader response meets new literacies: Empowering readers in online learning communities. Reading Teacher, 62(8), 638–648.

    Article  Google Scholar 

  • Lee, A., O’Donnell, A. M., & Rogat, T. K. (2015). Exploration of the cognitive regulatory sub-processes employed by groups characterized by socially shared and other-regulation in a CSCL context. Computers in Human Behavior, 52, 617–627.

    Article  Google Scholar 

  • Lee, L., Lajoie, S. P., Poitras, E. G., Nkangu, M., & Doleck, T. (2016). Co-regulation and knowledge construction in an online synchronous problem based learning setting. Education and Information Technologies, 22(4), 1623–1650.

    Article  Google Scholar 

  • Li, M., & Zhu, W. (2013). Patterns of computer-mediated interaction in small writing groups using wikis. Computer Assisted Language Learning, 26(1), 61–82.

    Article  Google Scholar 

  • Li, H., Zhong, Q., & Suen, H. K. (2012). Students’ perceptions of the impact of the college English test. Language Testing in Asia, 2(3), 77–94.

    Article  Google Scholar 

  • Liu, L., & Hmelo-Silver, C. E. (2010). Conceptual representation embodied in hypermedia: An approach to promoting knowledge co-construction. In M. Khine & I. Saleh (Eds.), New science of learning (pp. 341–356). New York: Springer.

    Chapter  Google Scholar 

  • Malmberg, J., Järvelä, S., Järvenoja, H., & Panadero, E. (2015). Promoting socially shared regulation of learning in CSCL: Progress of socially shared regulation among high- and low-performing groups. Computers in Human Behavior, 52, 562–572.

    Article  Google Scholar 

  • Malmberg, J., Järvelä, S., & Järvenoja, H. (2017). Capturing temporal and sequential patterns of self-, co-, and socially shared regulation in the context of collaborative learning. Contemporary Educational Psychology, 49, 160–174.

    Article  Google Scholar 

  • Ministry of Education. (2007). College English Curriculum Requirements. Beijing: Foreign Language Teaching and Research Press.

    Google Scholar 

  • Moreillon, J., Hunt, J., & Ewing, S. (2009). Learning and teaching in wanda wiki wonderland: Literature circles in the digital commons. Teacher Librarian, 37(2), 23–28.

    Google Scholar 

  • Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, 8, 422.

    Article  Google Scholar 

  • Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452–502). San Diego: Academic.

    Google Scholar 

  • Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407.

    Article  Google Scholar 

  • Rogat, T. K., & Adams-Wiggins, K. R. (2014). Other-regulation in collaborative groups: Implications for regulation quality. Instructional Science, 42(6), 879–904.

    Article  Google Scholar 

  • Rogat, T. K., & Linnenbrink-Garcia, L. (2011). Socially shared regulation in collaborative groups: An analysis of the interplay between quality of social regulation and group processes. Cognition and Instruction, 29(4), 375–415.

    Article  Google Scholar 

  • Rogat, T. K., & Linnenbrink-Garcia, L. (2013). Understanding the quality variation of socially shared regulation: A focus on methodology. In M. Vauras & S. Volet (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. 102–125). London: Routledge.

    Google Scholar 

  • Saab, N. (2012). Team regulation, regulation of social activities or co-regulation: Different labels for effective regulation of learning in CSCL. Metacognition and Learning, 7(1), 1–6.

    Article  Google Scholar 

  • Schoor, C., & Bannert, M. (2012). Exploring regulatory processes during a computer-supported collaborative learning task using process mining. Computers in Human Behavior, 28(4), 1321–1331.

    Article  Google Scholar 

  • Schoor, C., Narciss, S., & Körndle, H. (2015). Regulation during cooperative and collaborative learning: A theory-based review of terms and concepts. Educational Psychologist, 50(2), 97–119.

    Article  Google Scholar 

  • Shelton-Strong, S. J. (2012). Literature circles in ELT. ELT Journal, 66(2), 214–223.

    Article  Google Scholar 

  • Su, Y., Zheng, C., Liang, J.-C., & Tsai, C.-C. (2018). Examining the relationship between English learners’ online self-regulation and their self-efficacy. Australasian Journal of Educational Technology, 34(3), 105–121.

    Google Scholar 

  • Ucan, S., & Webb, M. (2015). Social regulation of learning during collaborative inquiry learning in science: How does it emerge and what are its functions? International Journal of Science Education, 37(15), 2503–2532.

    Article  Google Scholar 

  • Volet, S., Summers, M., & Thurman, J. (2009). High-level co-regulation in collaborative learning: How does it emerge and how is it sustained? Learning and Instruction, 19(2), 128–143.

    Article  Google Scholar 

  • Volet, S., Vauras, M., Khosa, D., & Iiskala, T. (2013). Metacognitive regulation in collaborative learning: Conceptual developments and methodological contextualizations. In S. Volet & M. Vauras (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. 67–101). New York: Routledge.

    Google Scholar 

  • Wang, Y. C. (2015). Promoting collaborative writing through wikis: A new approach for advancing innovative and active learning in an ESP context. Computer Assisted Language Learning, 28(6), 499–512.

    Article  Google Scholar 

  • Widodo, H. P. (2016). Engaging students in literature circles: Vocational English reading programs. Asia-Pacific Education Researcher, 25(2), 347–359.

    Article  Google Scholar 

  • Winne, P. H. (2015). What is the state of the art in self-, co- and socially shared regulation in CSCL? Computers in Human Behavior, 52, 628–631.

    Article  Google Scholar 

  • Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). San Diego: Academic.

    Chapter  Google Scholar 

  • Winters, F. I., & Alexander, P. A. (2011). Peer collaboration: The relation of regulatory behaviors to learning with hypermedia. Instructional Science, 39(4), 407–427.

    Article  Google Scholar 

  • Xu, J., & Nie R. (2016). Investigation and analysis of the English competence of freshmen at key universities: A case study of frensmen enrolled in 2014. Foreign Language World, 1, 18–26.

    Google Scholar 

  • Yang, X., Li, J., Guo, X., & Li, X. (2015). Group interactive network and behavioral patterns in online English-to-Chinese cooperative translation activity. The Internet and Higher Education, 25, 28–36.

    Article  Google Scholar 

  • Zheng, L., & Huang, R. (2016). The effects of sentiments and co-regulation on group performance in computer supported collaborative learning. The Internet and Higher Education, 28, 59–67.

    Article  Google Scholar 

  • Zheng, L., & Yu, J. (2016). Exploring the behavioral patterns of co-regulation in mobile computer-supported collaborative learning. Smart Learning Environments, 3(1), 1.

    Article  Google Scholar 

  • Zheng, C., Liang, J. C., Yang, Y. F., & Tsai, C. C. (2016). The relationship between Chinese university students’ conceptions of language learning and their online self-regulation. System, 57, 66–78.

    Article  Google Scholar 

  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego: Academic.

    Chapter  Google Scholar 

  • Zimmerman, B. J., & Schunk, D. H. (2011). Self-regulated learning and performance: An introduction and overview. In B. J. Zimmerman, & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 1–12). New York: Routledge.

    Google Scholar 

  • Zorko, V. (2009). Factors affecting the way students collaborate in a wiki for English language learning. Australasian Journal of Educational Technology, 25(5), 645–665.

    Article  Google Scholar 

Download references

Acknowledgements

This paper was supported by the National Social Science Fund of China (BCA170077). This research was also funded in part by NSF IIS Grant 1546393 of America.

Author information

Authors and Affiliations

  1. School of Educational Technology/Smart Learning Institute, Beijing Normal University, Beijing, China

    You Su, Yanyan Li & Hening Hu

  2. Department of Foreign Languages, Beijing University of Posts and Telecommunications, Beijing, China

    You Su

  3. Language Technologies Institute and Human-Computer Interaction Institute, Carnegie Mellon University, Pittsburgh, PA, USA

    Carolyn P. Rosé

Authors
  1. You Su
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Yanyan Li
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Hening Hu
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Carolyn P. Rosé
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Yanyan Li.

Appendix

Appendix

Table 6 Coding scheme for the students’ regulation types
Full size table
Table 7 Coding scheme for the students’ regulation processes of learning
Full size table
Table 8 Coding scheme for the students’ regulation focus
Full size table

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Su, Y., Li, Y., Hu, H. et al. Exploring college English language learners’ self and social regulation of learning during wiki-supported collaborative reading activities. Intern. J. Comput.-Support. Collab. Learn 13, 35–60 (2018). https://doi.org/10.1007/s11412-018-9269-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11412-018-9269-y

Keywords

Search

Navigation