Understanding Students’ Collaborative Learning Profiles and Their Differences in Self-Regulated Learning in English Learning (Poster 46)

• In Event: AERA Poster Session Friday 9:50 a.m.
  In Poster Session: Learning Environments for Literacy and Language Learning

Abstract

This study investigated the latent profiles of collaborative learning (CL) endorsed by Hong Kong primary English-as-a-foreign-language (EFL) learners. With latent profile analysis (LPA), this study identified three CL profiles (High, Medium, Low) and examined their differences in self-regulated learning (SRL) strategy use and English achievement. Data from 523 students were analyzed using validated CL and SRL scales and a standardized English test. Findings revealed significant differences in SRL strategy use and English achievement across the three CL profiles, with the High CL profile performing best. Surprisingly, the Medium CL profile exhibited the lowest English performance. The study underscores the importance of tailored CL and SRL support to enhance EFL learning outcomes, offering practical insights for educators.

Authors

• Yuhong Jiao, The Chinese University of Hong Kong

• Barry Bai, Chinese University of Hong Kong

• Jing Li, The Chinese University of Hong Kong

• Qingyao Dan, The Chinese University of Hong Kong

• Li Wang, Shenzhen Institute of Education Sciences