This study investigates the integration of artificial intelligence into the Think-Pair-Share (TPS) methodology through a learning analytics lens. Using a mixed-methods quasi-experimental design (N=140), we examined how an AI-enhanced collaborative platform influences creative thinking among computer science undergraduates. The experimental group…

Technology-mediated collaborative writing (CW) is a popular pedagogical approach in second language (L2) education. Research shows the potential benefits of co-authoring in pairs using digital devices in various areas. Given its reliance on various modes of communication, further research on the layers of modality could provide further insights…

The use of social annotation tools in higher education has attracted the attention of researchers with many studies having looked at student perceptions and attitudes to them. This paper investigates students' activity and perceptions of the social annotation tool Diigo along with the extent to which they correlate with their approaches to…

Purpose: Despite substantial research on students' perceptions of collaborative writing, only a few studies have provided a deep understanding of their perceptions and attitudes toward computer-supported collaborative writing (CSCW). Previous studies have examined learners' perceptions and attitudes using questionnaires or interviews at a specific…

Background: Online Collaborative Writing (OCW) has been reported to be useful to improve writing quality in higher education. However, challenges emerge during the collaborative processes, mainly centering on how to sustain active interactions and communications in order to complete a high quality of writing. Objectives: Using the design-based…

The aim of this study was to identify process-related indicators for grading group essays. The research participants were students registered in a teacher-training course using an instructional design with face-to-face and digital blended learning. The course required the students in small collaborative groups to design, implement, and evaluate a…

Although the potential of group awareness (GA) tools on triggering student engagement has been recognized in literature, little is known about the effects of GA tools on student engagement with peer feedback in the context of online collaborative language learning. This quasi-experimental study with 86 college students explored how GA tools…

This study aimed to investigate whether web-based problem-based learning (PBL) implemented using wiki applications (wikis) would result in differences in undergraduate students' relationship commitment, interpersonal trust, knowledge-sharing behaviour (KSB) and reasoning skills in healthcare courses. Wikis have some features (e.g., extensive…

More and more researchers and educators have recently focused their attention to technology-enhanced collaborative writing (TECW) in English as a Foreign Language (EFL) setting. Yet, the updated review focusing on research in this field is meager. This study aims at helping researchers and educators get a deeper understanding of the features and…

In language acquisition, writing is the most challenging skill that English learners must master. Students often struggle at the beginning of their writing process with idea generation. Due to students' low academic achievement and their struggles, online mind mapping is suggested as a useful tool to support language students' brainstorms and idea…

This study aims at scrutinizing the effectiveness of the utilization web-based learning platform, "Edmodo" in teaching academic writing to EFL learners. This study employed a mixed method approach on the fifth-semester students and confirmed that 10 students take part in this study. A mixed method approach was utilized in this study…

This paper explores the ways ESOL writing instructors implement and assess participatory writing practices in the classroom using digital technologies during the COVID-19 pandemic. Participatory writing practices are largely sociocultural in nature and thereby resist the notion of standardized and individualized practices to focus on co-creating a…

Peer, teacher, and self-feedback have been widely applied in English writing courses in higher education. However, few studies have used technology to activate the potential of feedback in project-based collaborative learning or discussed how technology-enhanced peer, teacher and self-feedback may assist students' writing, promote their critical…

COVID-19 and the public health policies emerging in response have laid bare a multiplicity of issues related to educational access and knowledge equity on a global scale. Among these, the quick shift to online and hybrid education models led teachers to adapt a plethora of digital platforms to deliver content and sponsor interactions). Such…

Writing is usually the last skill to be touched upon in language classrooms, and more so, in the EFL or ESL classroom. Even so, postponing or the tendency to avoid the writing task is a common hindrance created by the learners, but is definitely one that retards the learning of the skill. The current study aimed to examine the efficacy of working…