Second Language Learner Perceptions of ICT Community to Support Collaborative Knowledge Construction in an English Writing Course

This article discovers second language (L2) learner perceptions of information and communication technology (ICT) community to support collaborative knowledge construction in an English writing course at the University of Hong Kong. Asynchronous communication, being an increasingly common ICT tool, is often portrayed as offering a collaborative community space in which learners create in-depth and meaningful dialogues to construct knowledge collaboratively. This education-oriented experimental study employs a survey-and-interview design to explore L2 learners' experience of online engagement and their learning value. The questionnaire survey involved a group of 49 healthcare undergraduates enrolling on an English enhancement course, while interview subjects included five students of the survey group. Drawing upon survey and interview data as well as on student participation of the asynchronous communication, this study offers practical teaching suggestions for educators who wish to practise knowledge construction in classroom with computer assistance.