Virtual Workspaces for Enhancing Collaborative Work in EFL Learning: A Case Study in Higher Education

Authors

DOI:

https://doi.org/10.3991/ijet.v17i02.25937

Keywords:

Virtual workspaces, EFL learning, Jamboard, collaborative work

Abstract


Abstract— The purpose of this study was to determine students’ perceptions towards the use of virtual workspaces for enhancing collaborative work in higher education. The participants were 122 (72 graduate and 50 postgraduate) Teaching English as a foreign language (TEFL) students who were enrolled in different courses at a private university in Ecuador. The students’ proficiency levels varied from B1 to C1 according to the Common European Framework of Reference for Languages (CEFR). A mixed-method approach was used comprising qualitative and quantitative methods; thus, a diagnostic questionnaire, a perceptions ques-tionnaire, a semi-structured interview, and observation checklists were adminis-tered as instruments. This research involved an online instructional process in which teachers implemented virtual workspaces using Jamboard as a tool to de-sign collaborative activities. The results evidenced that the use of virtual work-spaces helped students develop their collaborative skills and promoted their open-mindedness. Also, virtual workspaces allow teachers to build positive e-learning environments in which students can discuss topics from different perspectives and show respect for each other’s ideas.

Author Biographies

Luz Castillo-Cuesta, Universidad Técnica Particular de Loja

Education Department

Cesar Ochoa-Cueva, Universidad Técnica Particular de Loja

Cesar Ochoa-Cueva holds a Master’s Degree in Teaching English as a Foreign Language at NOVA Southeastern University of Florida U.S.A. He currently works for Universidad Técnica Particular de Loja (UTPL) in Ecuador. He has worked as an EFL teacher for about 18 years. He has been the Head of the Research and Services Eng-lish Center at UTPL and he has been co-author of different manuscripts in indexed journals (email: caochoa@utpl.edu.ec).

Paola Cabrera-Solano, Universidad Técnica Particular de Loja

Paola Cabrera-Solano is a Master in Distance Education and a Master in Teach-ing English as a Foreign Language from Universidad Técnica Particular de Loja and Nova Southeastern University of the United States. With undergraduate studies in Teaching English as a Foreign Language and Business Administration. Language and Linguistics Doctoral student at Universidad Nacional de Rosario, Argentina. Former administrative coordinator of the Master’s Degree in TEFL, and Former Head of the English Language Teaching Unit. Research professor in the Contemporary Lan-guages Section of the Department of Education at UTPL, and member of the Re-search Group “EFL Learning, Teaching and Technology” (email: pacabre-ra@utpl.edu.ec).
Cover ijET Vol. 17 No. 02 (2022)

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Published

2022-01-31

How to Cite

Castillo-Cuesta, L., Ochoa-Cueva, C., & Cabrera-Solano, P. (2022). Virtual Workspaces for Enhancing Collaborative Work in EFL Learning: A Case Study in Higher Education. International Journal of Emerging Technologies in Learning (iJET), 17(02), pp. 4–18. https://doi.org/10.3991/ijet.v17i02.25937

Issue

Vol. 17 No. 02 (2022)

Section

Papers

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Copyright (c) 2021 Luz Castillo-Cuesta, Cesar Ochoa-Cueva, Paola Cabrera-Solano

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