EFL Students’ Voices of Blended Collaborative Learning in Completing Digital End-of-semester Projects

Dias Tiara Putri Utomo, Finaty Ahsanah, Elda Yulia Ryandini

Abstract


Advances in technology have made it possible to conduct collaborative learning online via the Internet. Blended collaborative learning combines online knowledge with on-site meetings to allow students to complete tasks and projects together in a group. This research aimed to elaborate voices of freshmen EFL students toward blended collaborative learning including perceived benefits, challenges, and how the students overcame the challenges, especially in completing digital comic projects. This phenomenological study was conducted at a private university in Indonesia. A total of 18 students participated in this study. They were interviewed face-to-face to obtain the data. The data were analyzed by qualitative data analysis by preparing the data, coding, and generating themes. The findings indicate the perceived benefits which included academic improvement, social and psychological benefits, and digital technology mastery. Additionally, challenges were found in terms of having different perceptions and ideas, lack of motivation and low responsibility to participate, and digital technology barriers. To tackle the problems, some efforts were made including building effective communication via collaborative tools, distributing various and equal roles, and learning from various sources.


Keywords


Collaborative learning; blended collaborative learning; EFL classroom; digital projects

Full Text:

PDF

References


Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments, 7(1), 9. https://doi.org/10.1186/s40561-020-00118-7

Avci, H., & Adiguzel, T. (2017). A case study on mobile-blended collaborative learning in an English as a foreign language (EFL) context. The International Review of Research in Open and Distributed Learning, 18(7). https://doi.org/10.19173/irrodl.v18i7.3261

Babiker, A. (2018). Improving speaking skills in EFL classes through collaborative learning. American Scientific Research Journal for Engineering, Technology, and Sciences (ASRJETS), 44(1), 137–154.

Banihashem, S. K., Noroozi, O., Den Brok, P., Biemans, H. J. A., & Kerman, N. T. (2023). Modeling teachers’ and students’ attitudes, emotions, and perceptions in blended education: Towards post-pandemic education. The International Journal of Management Education, 21(2), 100803. https://doi.org/10.1016/j.ijme.2023.100803

Butarbutar, R., Weda, S., & Nur, S. (2023). Guided-blended collaborative learning in speaking class: voices of non-native English teachers and students from eastern Indonesia. American Journal of Education and Learning, 8(1), 88–99. https://doi.org/10.55284/ajel.v8i1.890

Cantika, N. H., & Fudhla, N. (2023). Students’ perception on internet-assisted collaborative learning in English class at SMAN 12 Padang. Journal of English Language Teaching, 12(1). http://ejournal.unp.ac.id/index.php/jelt

Chen, Y. (2017). Perceptions of EFL college students toward collaborative learning. English Language Teaching, 11(2), 1. https://doi.org/10.5539/elt.v11n2p1

Creswell, J. W., & Creswell, J. D. (2023). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (Sixth Edition). SAGE Publications, Inc.

Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (Fourth Edition). SAGE Publications, Inc.

Fang, Q., Liu, G., Hu, Y., Hu, Y., & Wang, J. (2022). A blended collaborative learning model aiming to deep learning. SHS Web of Conferences, 140, 01017. https://doi.org/10.1051/shsconf/202214001017

Fatimah, S. (2019). Collaborative learning activities through MoE in engaging EFL learners and diminishing their speaking anxiety. English Language Teaching Educational Journal (ELTEJ), 2(1).

Fischer, F., Kollar, I., Stegmann, K., & Wecker, C. (2013). Toward a script theory of guidance in computer-supported collaborative learning. Educational Psychologist, 48(1), 56–66. https://doi.org/10.1080/00461520.2012.748005

Hasanuddin, D., Emzir, E., & Akhadiah, S. (2019). Improving students’ scientific writing ability through blended learning-based collaborative learning. International Journal of Emerging Technologies in Learning (iJET), 14(20), 34. https://doi.org/10.3991/ijet.v14i20.11457

Huang, X., & Lajoie, S. P. (2023). Social emotional interaction in collaborative learning: Why it matters and how can we measure it? Social Sciences & Humanities Open, 7(1), 100447. https://doi.org/10.1016/j.ssaho.2023.100447

Ibrahim, N., Shak, M. S. Y., Mohd, T., Ismail, N. A., Perumal, P. D. a/p, Zaidi, A., & Yasin, S. M. A. (2015). The importance of implementing collaborative learning in the English as a second language (ESL) classroom in Malaysia. Procedia Economics and Finance, 31, 346–353. https://doi.org/10.1016/S2212-5671(15)01208-3

Jong, J. P. (2016). The effect of a blended collaborative learning environment in a small private online course (SPOC): a comparison with a lecture course. Journal of Baltic Science Education, 15(2), 194–203. https://doi.org/10.33225/jbse/16.15.194

Khalil, Z. M. (2018). EFL Students’ perceptions towards using google docs and google classroom as online collaborative tools in learning grammar. Applied Linguistics Research Journal, 2(2). https://doi.org/10.14744/alrj.2018.47955

Lambropoulos, N., & Pitsou, C. (2020). Blended collaborative learning supporting pedagogy students’ reflective practice. Creative Education, 11(10), 1930–1946. https://doi.org/10.4236/ce.2020.1110141

Law, Q. P. S., Chung, J. W. Y., Leung, L. C. C., & Wong, T. K. S. (2017). Perceptions of collaborative learning in enhancing undergraduate education students’ engagement in teaching and learning English. US-China Education Review A, 7(2). https://doi.org/10.17265/2161-623X/2017.02.002

Lin, L. (2015). Investigating Chinese HE EFL classrooms: using collaborative learning to enhance learning. Springer.

Magen-Nagar, N., & Shonfeld, M. (2018). The impact of an online collaborative learning program on students’ attitude towards technology. Interactive Learning Environments, 26(5). https://doi.org/10.1080/10494820.2017.1376336

Motlagh, M. A., Zavaraki, E. Z., Vahedi, M., Noroozi, A., Bakhtiarvand, M., & Azizi, Y. (2023). The Impact of blended collaborative learning on the English reading comprehension. Randwick International of Education and Linguistics Science Journal, 4(1), 1–12. https://doi.org/10.47175/rielsj.v4i1.608

Muuro, M. E., Wagacha, W. P., Kihoro, J., & Oboko, R. (2014). Students’ perceived challenges in an online collaborative learning environment: A case of higher learning institutions in Nairobi, Kenya. The International Review of Research in Open and Distributed Learning, 15(6). https://doi.org/10.19173/irrodl.v15i6.1768

Novita, D., Kurnia, F. D., & Mustofa, A. (2020). Collaborative learning as the manifestation of sociocultural theory: teachers’ perspectives. Exposure: Jurnal Pendidikan Bahasa Inggris, 9(1). https://journal.unismuh.ac.id/index.php/exposure

Prayudha, J. (2023). Students’ problems in implementing technology integrated in ELT classroom. Journal of English Education Program, 4(2). https://doi.org/10.26418/jeep.v4i2.64583

Quraishi, Z. (2023). Addressing mental health, misinformation, & religious tensions among South Asian students across California higher education during the COVID-19 pandemic: A qualitative research study. Heliyon, 9(6), e16396. https://doi.org/10.1016/j.heliyon.2023.e16396

Qureshi, M. A., Khaskheli, A., Qureshi, J. A., Raza, S. A., & Yousufi, S. Q. (2020). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 31(4), 2371–2391. https://doi.org/10.1080/10494820.2021.1884886

Rodphotong, S. (2018). The effectiveness of collaborative learning to enhance English communicative competence: A Case Study of the First-Year Students at Thepsatri Rajabhat University. International Journal of Pedagogy and Teacher Education, 2(Jully), 15. https://doi.org/10.20961/ijpte.v2i0.25174

Scotland, J. (2022). Exploring the relationship between collaborative dialogue and the learning of L2 form. International Journal of Educational Research Open, 3, 100121. https://doi.org/10.1016/j.ijedro.2021.100121

Sipeki, I., Vissi, T., & Túri, I. (2022). The effect of the Covid-19 pandemic on the mental health of students and teaching staff. Heliyon, 8(4), e09185. https://doi.org/10.1016/j.heliyon.2022.e09185

Su, Y. (2023). Delving into EFL teachers’ digital literacy and professional identity in the pandemic era: Technological Pedagogical Content Knowledge (TPACK) framework. Heliyon, 9(6). https://doi.org/10.1016/j.heliyon.2023.e16361

Suhartina, S., Rezeki, Y. S., & Suhartono, L. (2022). Students’ motivation in learning English during the online class. Journal of English Education Program, 3(2). https://doi.org/10.26418/jeep.v3i2.50580

Vega-Abarzúa, J., Pastene-Fuentes, J., Pastene-Fuentes, C., Ortega-Jiménez, C., & Castillo-Rodríguez, T. (2022). Collaborative learning and classroom engagement: A pedagogical experience in an EFL Chilean context. English Language Teaching Educational Journal, 5(1), 60–74.

Vijayalakshmi, D., & Kanchana, J. (2020). Evaluating the effectiveness of the collaborative learning in fashion studies. Procedia Computer Science, 172, 991–1000. https://doi.org/10.1016/j.procs.2020.05.146

Wijaya, K. F. (2021). Exploring EFL teachers’ perspectives on collaborative learning activities in senior high school contexts. JET (Journal of English Teaching), 7(2), 118–132. https://doi.org/10.33541/jet.v7i2.2341




DOI: http://dx.doi.org/10.26418/jeep.v5i1.71928

Refbacks

  • There are currently no refbacks.


Copyright (c) 2024 Journal of English Education Program

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

JOURNAL OF ENGLISH EDUCATION PROGRAM (JEEP) - ISSN 2721-6896

Journal of English Education Program (JEEP) is published by English Education Department of Universitas Tanjungpura

Accredited on SINTA (S4) & Indexed on:

Indexing-neliti Indexing-neliti europub semantic-shcolar harvard-library uos-library bu-library openaire worldcat lens.org researchgate journalstories

Editor and Administration Address:

English Education Department
Faculty of Teacher Training and Education, Universitas Tanjungpura
Jl. Profesor Dokter H. Hadari Nawawi, Bansir Laut, Kec. Pontianak Tenggara, Kota Pontianak, Kalimantan Barat 78115

Journal of English Education Program (JEEP) © 2024 is licensed under CC BY-NC-SA 4.0