Enhancing Collaborative Learning with Social Annotations in TESOL.
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| Title: | Enhancing Collaborative Learning with Social Annotations in TESOL. |
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| Authors: | Cheng, Dongmei1 (AUTHOR), Li, Mimi1 (AUTHOR) |
| Source: | CALICO Journal. 2026, Vol. 43 Issue 1, p53-80. 28p. |
| Subject Terms: | *Collaborative learning, *Student engagement, *English as a foreign language, *Education of language teachers, *Online education, Annotations, Communities of practice |
| Abstract: | This study investigates the integration of a social annotation tool, Perusall, in online Teaching English to Speakers of Other Languages (TESOL) courses to enhance student engagement through collaborative learning. Grounded in the Community of Practice (CoP) theory, the research addresses a gap in the literature by examining how Perusall facilitates collaborative reading and knowledge construction among graduate students in TESOL. Using a descriptive case study approach, we collected data from five students' Perusall assignments, an online survey, and Zoom interviews. A coding scheme based on the Community of Practice theory was developed, addressing individual meaning-making, collaborative annotation, community building, and identity development. Findings revealed varied levels of student engagement with social annotations, as well as perceived benefits and challenges. This study highlights the role of social annotations in fostering collaborative learning, enhancing assignment quality, and accommodating diverse learning styles. It contributes to the growing field of online language teacher education, offering insights for designing more interactive and community-oriented learning environments. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This study investigates the integration of a social annotation tool, Perusall, in online Teaching English to Speakers of Other Languages (TESOL) courses to enhance student engagement through collaborative learning. Grounded in the Community of Practice (CoP) theory, the research addresses a gap in the literature by examining how Perusall facilitates collaborative reading and knowledge construction among graduate students in TESOL. Using a descriptive case study approach, we collected data from five students' Perusall assignments, an online survey, and Zoom interviews. A coding scheme based on the Community of Practice theory was developed, addressing individual meaning-making, collaborative annotation, community building, and identity development. Findings revealed varied levels of student engagement with social annotations, as well as perceived benefits and challenges. This study highlights the role of social annotations in fostering collaborative learning, enhancing assignment quality, and accommodating diverse learning styles. It contributes to the growing field of online language teacher education, offering insights for designing more interactive and community-oriented learning environments. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 07427778 |
| DOI: | 10.3138/calico-2024-0031 |
