Appropriating a Representational Tool for Collaborative Language Learning: a Comparative Study of Two Teachers’ Enactment

Despite the expansive use of CSCL in language learning classrooms, there is limited research into teachers’ enactments of the collaborative activities. An online technology or a good learning activity design alone can hardly guarantee teachers’ effective classroom enactment for productive learning. This study compared two teachers’ enactments of a collaborative learning activity in a Second Language classroom supported by a representational tool called Group Scribbles. Focusing on comparing the two teachers’ instruction in enacting the lesson, this study aims to explore plausible strategies for teachers to synergize multi-layered activities in a multi-media language learning classroom environment. The strategies that influence teaching and learning effects are identified, including 1) explicitly articulating the objectives of the learning activity, 2) providing improvised feedback to scaffold and adjust students’ work on an ongoing basis, and 3) controlling the tempo of the activity and maintaining students’ enthusiasm.