Enhancing critical thinking in language learning through computer-mediated collaborative learning: a preliminary investigation

This paper investigates a framework for computer-mediated collaborative learning and critical thinking in language learning. It is based mainly on the notions of awareness, autonomy, and achievement posited by Lian (1993). Central to its argument are two assertions. Firstly, computer-mediated collaborative learning requires a high level of autonomy in learners. Secondly, thinking critically in language learning can only occur in learners after they have become aware of the critical elements or "things that matter" in language learning. Hence, the more they are aware of such elements, the more they think critically in language learning. This framework argues against the idea of grouping learners so as to make them work together using a common means toward a common goal. This alternative model of computer-mediated collaborative learning is one in which learners have more control over their own learning. Their needs will arise when they engage in reality. In addition, the paper suggests positive roles that teachers should play in this context. An initial investigation of this framework is presented.