Students’ learning, perceived learning and motivation in social annotation-based activities

• In Event: Technology and Diverse Learners

Short Description

To examine how a collaborative social annotation tool can be used to support collaborative learning in translation instruction for EFL students, an experiment was conducted to examine the participants’ learning and motivation in the social annotation-supported condition and the traditional instruction condition. The results showed that students received higher scores on their translation work and rated their perceived learning higher and were more motivated when they completed the translation assignments in the social annotation-support condition.

Author

• Presenter: Fei Gao, Bowling Green State University