Abstract

With the emergence of educational technology, technology-enhanced collaborative language learning had gained increasing attention from learners, educators, and researchers, and a large number of studies had been conducted to investigate the effects of technology-enhanced collaborative learning on students’ development of language knowledge and affective status. However, little comprehensive review that investigated all aspects of the field thoroughly had been conducted, and the present research was an attempt in response to this call. Specifically, this research reviewed 40 articles on technology-enhanced collaborative language learning from five aspects, (1) the nature of publications, (2) the theoretical frameworks of the previous research, (3) the types of the technologies for collaborative language learning, (4) the effectiveness of the technologies, and (5) the implications of the studies. The results showed 10 theoretical frameworks, nine types of technologies, and 11 benefits of technology-enhanced collaborative language learning. Important implications were also discussed for future design and implementation of technology-enhanced collaborative language learning activities.

摘要

随着教育技术的出现，技术增强的协作语言学习越来越受到学习者、教育者和研究人员的关注，并且已经进行了大量研究来探讨技术增强的协作学习对学生语言发展的影响。知识和情感状态。然而，很少进行全面调查该领域各个方面的全面审查，本研究正是响应这一号召的尝试。具体而言，本研究从五个方面回顾了 40 篇关于技术增强的协作语言学习的文章，（1）出版物的性质，（2）先前研究的理论框架，（3）协作语言学习的技术类型，(4) 技术的有效性，以及 (5) 研究的意义。结果显示了 10 个理论框架、9 种技术以及技术增强的协作语言学习的 11 个好处。还讨论了对未来设计和实施技术增强的协作语言学习活动的重要影响。