Applying Cloud-Based Collaborative Learning in the Internet English Course

Abstract

This ongoing study aimed to investigate students' cloud-based collaborative learning in the Internet English course, examining whether college students feel more motivated in synchronous collaborative learning. The study explored the differences in motivation and perceptions of students engaged in individual and collaborative learning using Google Slides at the university level. English as a Foreign Language (EFL) students were recruited and assigned into individual and collaborative groups. The results of the study aligned with previous studies in that the collaborators performed better than the individuals in an oral presentation. However, the individual learners were more likely than the collaborators to feel motivated, and to perceive the learning process and experience positively. Nevertheless, the results of this study reveal that by facilitating knowledge construction and peer scaffolding, Google Slides plays a significant role in enhancing students' motivation and willingness to communicate with peers. Students provided positive feedback on working with peers at the same time, especially with regard to the fact that they could instantly see annotations using the Google Slides. It is concluded that embedding technology in the Internet English class helped make the students feel more confident in learning from each other. Pedagogical implications for future studies are provided for English instructors using technology as a supplementary tool to assist students learning.