ISSN: 2226-6348
Open access
The accelerated innovation and development of technology in the field of English as a Foreign Language (EFL) learning have significantly enriched the pathways available for language learning. Based on previous research, E-learning platforms, PBL and PL are helpful for Chinese EFL learners respectively. Therefore, this study proposed a PBL-PL-SSLP framework for College English Courses. The results illustrated the effectiveness of the Super Star Learning Platform (SSLP), problem-based learning (PBL) as well as peer learning (PL), and revealed its benefits to administrators of teaching affairs, course lecturers as well as Chinese college English as a foreign language (EFL) learners. The new teaching and learning framework has the potential to facilitate a novel learning mechanism that will enhance student overall English proficiency, laying a crucial foundation for their future academic, research, and professional pursuits.
Amant, K. S. (2020). Online education in an age of globalization: Foundational perspectives and practices for technical communication instructors and trainers. Professional Development in Online Teaching and Learning in Technical Communication, 12-29.
Brown, J. S.& A. Collins, & P. Duguid. (1989). Situated cognition and the culture of learning. Educational Researcher 18(1): 32–42.
Bruner, J., & Feldman, C. F. (1996). 12 Group narrative as a cultural context of autobiography. In: Rubin DC, ed.
Campbell, E. (2014). Students as facilitators: an evaluation of student-led group work. Practitioner research in higher education, 9(1), 52-58.
Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
Dede, C. (2008). Theoretical Perspectives Influencing the Use of Information Technology in Teaching and Learning. Boston, MA: Springer.
Dewey, J. (1916). Nationalizing education. Journal of Education, 84(16), 425-428.
Fuchs, D., Fuchs, L. S., Mathes, P. G., & Simmons, D. C. (1997). Peer-assisted learning strategies: Making classrooms more responsive to diversity. American Educational Research Journal, 34, 174–206.
Yuhua, G. (2023). MTI “Simultaneous Interpretation” Course Ideological and Political Construction: Exploration of Training Mechanisms and Pathways. Translation Research and Teaching, (02), 65-70.
Hamad, S. M. S., Iqbal, S., Alothri, A. M., Alghamadi, M. A. A., & Elhelow, M. K. K. A. (2021). “To teach is to learn twice” Added value of peer learning among medical students during COVID-19 Pandemic. MedEd Publish, 9(127), 127.
Hwang, G. J., Chu, H. C., Lin, Y. S., & Tsai, C. C. (2011). A knowledge acquisition approach to developing Mindtools for organizing and sharing differentiating knowledge in a ubiquitous learning environment. Computers & Education, 57(1),1368-1377.
Karaçalli, S., & Korur, F. (2014). The effects of project?based learning on students’ academic achievement, attitude, and retention of knowledge: The subject of “electricity in our lives”. School science and mathematics, 114(5), 224-235.
Krajcik, J. S., & Shin, N. (2014). In Project-based learning, & R. K. Sawyer (Eds.), The Cambridge handbook of the learning sciences, (2nd ed., pp. 275–297). Cambridge: Cambridge University Press.
Krishnan, S. D., & Hassan, N. C. (2021). Online Peer Learning amid Covid-19 Pandemic in Malaysian Higher Learning Institution. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(14), 1010-1019.
Law, V. T., Yee, H. H., Ng, T. K., & Fong, B. Y. (2023). Transition from traditional to online learning in Hong Kong tertiary educational institutions during COVID-19 pandemic. Technology, Knowledge and Learning, 28(3), 1425-1441.
Piaget, J. (1985). The equilibration of cognitive structures: The central problem of intellectual development. Chicago: University of Chicago Press.
Qin, H., Shan, Z., & Du, Y. (2023). A Research into Factors that Influence College Students’ Enthusiasm for Learning in an Online Learning Environment. International Journal of Emerging Technologies in Learning, 18(18).
Raskin, J. D. (2001). The modern, the postmodern, and George Kelly's personal construct psychology. American Psychologist, 56(4), 368–369.
Ren, Weimin. (2002). Construction of the Distance Education Network Learning Environment. Research on Modern Distance Education, (3), 11.
Siemens, G. (2004), “Connectivism: a learning theory for the digital age”, available at: www.elearnspace.org/Articles/connectivism.htm (accessed August 1, 2011).
Sternberg, R. J. (Ed.). (1988). The nature of creativity: Contemporary psychological perspectives. CUP Archive.
Strobel, J., & Van Barneveld, A. (2009). When is PBL more effective? A meta-synthesis of meta-analyses comparing PBL to conventional classrooms. Interdisciplinary journal of problem-based learning, 3(1), 44-58.
Topping, K., & Ehly, S. (1998). Peer-assisted learning. Routledge. Watts, H., Malliris,
Topping, K., Buchs, C., Duran, D., & Van Keer, H. (2017). Effective peer learning: From principles to practical implementation. Routledge.
Topping, Keith. (2005). Trends in Peer Learning. Educational Psychology - EDUC PSYCHOL-UK, 25. 631-645.
Virtanen, J., & Rasi, P. (2017). Integrating web 2.0 technologies into face-to-face PBL to support producing, storing, and sharing content in a higher education course. Interdisciplinary Journal of Problem-Based Learning, 11(1).
Von Glasersfeld, E. (1995). A Constructivist Approach to Teaching. L. P. Steffe, & J. Gale (Eds.), Constructivism in Education, 3-15.
Von Glasersfeld, E. (1996). Footnotes to the “many faces of constructivism”. Educational researcher, 25(6), 19.
Wan, M. (2023). A case study of EFL blended learning based on Superstar Learning System in China. LLT Journal: A Journal on Language and Language Teaching, 26(1), 290-303
Wang, X., & Wang, T. (2018). Collaborative Learning in University Classrooms Based on Super Star Learning Platform: Advantages and Pathways. Chinese Adult Education, (03), 88-91.
Wei, D., Koutis, I., & Roy, S. B. (2021). Peer learning through targeted dynamic groups formation. In Proceedings - 2021 IEEE 37th International Conference on Data Engineering,121-132.
Wenger, E. (1998). Communities of practice: Learning as a social system. Systems thinker, 9(5), 2-3.
Wijaya, K. F. (2022). The Positive Effects of Problem-Based Learning Activities toward Indonesian EFL Learners' Productive Language Skills. JET (Journal of English Teaching), 8(2), 182-194.
Yu, Z. (2023). The effects of the superstar learning system on learning interest, attitudes, and academic achievements. Multimedia Tools and Applications, 82(12), 17947-17962.
Zingaro, D. (2014). Peer instruction contributes to self-efficacy in CS1. In Proceedings of the 45th ACM technical symposium on Computer science education,373-378.
(Sun & Yahaya, 2024)
Sun, D., & Yahaya, N. bin. (2024). The Framework of Online Learning Based on PBL-PL for College English Courses. International Journal of Academic Research in Progressive Education and Development, 13(3), 474–484.
Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seenavc at: http://creativecommons.org/licences/by/4.0/legalcode