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Learning analytics
Learning design
Teacher inquiry
Second language learning
Collaborative language learning
Issue Date: 
Wen, Y., & Song, Y. (2021). Learning analytics for collaborative language learning in classrooms: From the holistic perspective of learning analytics, learning design and teacher inquiry. Educational Technology & Society, 24(1), 1-15.
Learning analytics (LA) has been increasingly using in teaching and learning. However, in the field of applied linguistics, the use of LA has only begun to touch the surface. There is a need for understanding how LA and learning design (LD) influence each other and provide useful information to language teachers in the context of specific courses or learning environments. In this study, a retrospective analysis was conducted to identify the factors influencing LA for collaborative language learning in classrooms, from a holistic perspective by integrating LA, LD, and teacher inquiry. The findings suggested that (1) LA focused on interactions can inform pedagogical refinement effectively when LD in language learning is premised on social constructivist theories; (2) LA supported teacher inquiry and LD on condition that the teacher holds innovation-oriented beliefs and the participatory culture between teachers and researchers. The study provided insights into the use of LA in collaborative language learning classrooms that focus on collecting and evaluating learners’ interaction process beyond gleaning linguistic or behavioral facts. Professional development implications and future research are also addressed.
The data for retrospective analysis is based on the work supported by the National Research Foundation (Singapore) under Grant NRF2007-IDM003-MOE-001.
1176-3647 (print)
1436-4522 (online)
Project number: 
OER 02/20 WY
Grant ID: 
Education Research Funding Programme (ERFP)
Funding Agency: 
Ministry of Education, Singapore
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File Availability: 
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