mobile-learning
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- PaperReCALL7 Jul 2026
WeChat-based collaborative self-regulated learning program: Exploring self-regulated learning strategy use, writing performance, and learning behaviors
Fan Su, Ying Zhao, Di Zou, Biyun Huang
This study compared individual and collaborative self-regulated learning (SRLL) contexts using WeChat for university EFL learners' writing. The collaborative group showed higher overall SRLL strategy use (except motivational), better writing performance, and distinctive behaviors like time monitoring and feedback awareness. Findings suggest integrating individual and collaborative modes to support self-, co-, and socially shared regulation.
Original abstract
In technology-enhanced language learning (TELL), self-regulated language learning (SRLL) strategies are essential for supporting English as a foreign language (EFL) learners’ writing development. As collaborative learning becomes increasingly prominent in TELL, SRLL has expanded from individual regulation to collaborative contexts. However, limited research has compared how individual and collaborative SRLL contexts influence learners’ strategy use, writing performance, and learning behaviors. To address this gap, this study used WeChat as a mobile learning platform to compare university-level EFL learners’ SRLL strategy use, writing performance, and behavioral patterns in individual and collaborative self-regulated writing programs. Two intact classes were assigned to either a WeChat-based individual group (WIG) or a WeChat-based collaborative group (WCG). The collected data included SRLL strategy use questionnaire, writing scores, and WeChat learning logs. Results showed that the collaborative context promoted learners’ overall, cognitive, metacognitive, and behavioral SRLL strategy use, although no significant difference was found in motivational strategy use. The WCG also achieved higher writing performance and showed distinctive regulatory behaviors related to time monitoring and feedback awareness. These findings suggest that SRLL is a dynamic and cyclical process shaped by task demands, technological affordances, and social interaction. They also highlight the value of integrating individual and collaborative learning modes to support learners’ movement between self-regulation, co-regulation, and socially shared regulation.
- PaperLanguage Learning & Technology1 Jan 2026
Enhancing college students’ listening performance and self-efficacy using mobile annotated vlogs
Hui-Tzu Hsu
This study investigated the effects of annotated vlogs delivered via mobile devices on EFL learners' listening comprehension, vocabulary retention, and self-efficacy. A quasi-experimental design with 131 pre-intermediate college students compared annotated vlogs, captioned vlogs, and audio-only learning. Results showed that annotated vlogs significantly improved listening comprehension and vocabulary retention, and also increased self-efficacy more than the other conditions.
Original abstract
Previous research has demonstrated that annotated or captioned videos can enhance second language learners’ listening comprehension and vocabulary acquisition. However, the influence of annotated vlogs delivered through mobile platforms on these outcomes remains underexplored. Accordingly, this study investigated the effects of annotated vlogs delivered through mobile devices on English as a foreign language learners’ listening comprehension, vocabulary retention, and self-efficacy. This quasi-experimental study recruited 131 college students at a pre-intermediate level of English proficiency, enrolling 43 in the control group that learned through audio files, 44 in the first experimental group that learned through captioned vlogs, and 44 in the second experimental group that learned through annotated vlogs. The research instruments comprised listening pre- and post-tests, vocabulary pre- and post-tests, initial and post-intervention surveys evaluating self-efficacy, a learning perception survey for the annotated vlog group, and semi-structured interviews with members of the two experimental groups. The results revealed that students learning with annotated vlogs significantly outperformed those in the other two groups in listening comprehension and vocabulary retention. The learners in the annotated vlog group also reported the greatest post-intervention increase in self-efficacy.