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Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment

Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment

Ke Zhao
Copyright: © 2016 |Volume: 6 |Issue: 3 |Pages: 11
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781466692824|DOI: 10.4018/IJCALLT.2016070105
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MLA

Zhao, Ke. "Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment." IJCALLT vol.6, no.3 2016: pp.68-78. http://doi.org/10.4018/IJCALLT.2016070105

APA

Zhao, K. (2016). Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 6(3), 68-78. http://doi.org/10.4018/IJCALLT.2016070105

Chicago

Zhao, Ke. "Enhancing Metacognitive Language Learning Strategy Use and Business Language Proficiency in Technology-Enhanced Collaborative Learning Environment," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 6, no.3: 68-78. http://doi.org/10.4018/IJCALLT.2016070105

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Abstract

This study addresses the key issues in CALL literature concerning how to design, evaluate and examine a technology-enhanced collaborative inquiry learning environment for EFL students to enhance language learning processes and language proficiency. Participants were four intact business English classes at a Chinese university with 102 Year 1 students in a 12-week project learning in English for International Business in two different learning environments, namely computer-supported collaborative inquiry learning (CSCIL) and regular project-based learning environment (PBL). Data from multiple sources were obtained including learning strategy surveys, pre-and post- business language proficiency tests, and online interactions. Pre- and post-questionnaire surveys were administered to measure effect of the design on language learning strategy use. Positive design effect was observed on metacognitive strategy use and language proficiency development. Quantitative online discourse analyses were conducted to examine relations among online Knowledge Forum participation and language strategy use as well as business language proficiency. Theoretical and practical implications of this study were also discussed in particular relation to a theory-informed and technology-enhanced EFL business English pedagogy.

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