Enhancing Hong Kong Secondary Students’ English Grammar Learning and Collaborative Problem-solving Skills with Productive Failure Instructional Design in a MCSCL Environment

Abstract

In this paper, we proposed a productive failure instructional design (Kapur, 2008) to enhance Hong Kong secondary students’ English grammar learning and collaborative problem-solving skills in a MCSCL environment. It is believed that the pedagogical implications of this study will make contributions to the technology-enhanced language learning field. In addition, insight gained from this study will hopefully extend to investigating the impact of productive failure pedagogical design on listening, speaking, writing, and reading skills in the L2 acquisition.