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Factors Influencing Successful Student Uptake of Socio-Collaborative CALL

This paper investigates the problem of why certain students embrace socio-collaborative CALL more enthusiastically than others. A sample of students was given a questionnaire that probed individual student beliefs about teaching and learning and Oxford’s (1990) Strategy Inventory for Language Learning (SILL), which is a widely used instrument for identifying students’ preferred language learning strategies. By combining the two sets of data with previously completed semi-structured interviews with the same students, it was possible to form a profile of the group that provided insights into the reasons why different students respond positively or negatively to aspects of this approach to language learning. The paper establishes that student attitudes to teaching and learning affect their approval of certain elements of socio-collaborative CALL. It also identifies a number of learning strategies that may be specific to this approach. In addition, it concludes that Oxford’s SILL is not an adequate tool for investigating strategies in collaborative learning environments where computers are used.