Integrating the Online Collaborative Tool into Oral Training

Abstract

This work-in-progress study explored students’ motivation and usability in cloud-based collaborative learning from the Intercultural Communication course, investigating whether students enjoy synchronous collaborative learning. It also investigated the differences in perceptions of students engaged in collaborative learning using the Google Slides for generating the team project report and presentation and Padlet tools for peer review. English as a Foreign Language (EFL) students were recruited into pairs or groups of three to work on the group project. The study aligned with those of previous studies in that the collaborators performed better than the individuals in the oral presentation as well as the depth of learning. Besides that, small group learners were more likely to feel motivated, and to perceive the learning process and experience positively. The results of this study reveal that by facilitating knowledge construction and peer scaffolding, Google Slides can play a significant role in enhancing students’ motivation and willingness to communicate with peers; the Padlet tool provides the space for all groups to share their thoughts for improvement in learning a foreign language. To conclude, students provided positive feedback with peers at the same time, especially regarding the fact that they could see instant annotations using the Google Slides. The interesting thing was that technology could be embedded into the English class, making students feel more confident in learning from each other. Furthermore, pedagogical implications for future studies are proposed for English instructors using technology as a supplementary tool to assist students learning.