Stress in Japanese learners engaged in online collaborative learning in English

Abstract Many studies report positive learning experience and improved performance in online collaborative learning. However, such learning can also incur unnecessary or excessive stress with a resultant adverse effect on the learning. This study aimed to determine the stress factors in online collaborative learning as perceived by 226 Japanese university students using English in their online interactions, and to investigate the relationship between the learners' perceptions and these stress factors. It identified four key factors affecting stress in online collaboration: Self‐efficacy , Instructional Design , Technology Use and Collaborative Process . The implications of this finding for policy‐making and practice are discussed and further research in this field is suggested. Practitioner Notes What is already known about this topic Online collaboration enhances learning effectiveness and quality of learning experience but causes stress. Even though a certain level of stress can enhance learning, persistent or excessive stress can lead to negative experiences and poorer learning performance. There are various factors affecting such stress in online collaboration. What this paper adds Four factors influence stress in online collaborative learning in English: Self‐efficacy , Instructional Design , Technology Use and Collaborative Process. Culture is an important variable explaining learners' stress in online collaboration. Stress‐reducing strategies for online collaborative learning in English are suggested. Implications for practice and/or policy Help instructors design stress‐reduced online collaborative learning environment Help instructors apply culturally appropriate scaffolding strategies during online collaboration Help universities review and improve English as a Foreign Language and technology literacy programmes.