A Metacognitive Process of Collaborative Engagement With Peers in Project-Based Language Learning


In an English as a foreign language (EFL) environment, many students only get to learn or use English in the classroom. To give those students more authentic experiences in language use, some university courses are adopting hands-on learning approaches such as project-based language learning (PBLL). One of the biggest benefits of PBLL is the role of social interaction as students work together in a situated activity to construct shared understanding through sharing, using, and debating ideas with peers. While this learning approach can enhance students’ language learning through joint collaborative efforts, it can cause a variety of challenges in the process as they try to engage with their peers through their L2. This paper reports on the metacognitive process of Japanese university students of intermediate to advanced proficiency in English in their attempts to engage in collaborative dialogue with their peers during a group project about current international affairs. The interview data collected from the students after the project were analyzed using the Modified Grounded Theory Approach (M-GTA). The results suggest that students constantly struggled to say something convincing and pleasing to peers so as not to disturb the peaceful atmosphere within the group. It was also found that while students were faced with various internal obstacles arising from multiple emotions, they tried hard to maintain good relationships with their peers. They sometimes spoke in Japanese when doing so would facilitate their collaborative dialogue.

Author Information
Yumi Chikamori Gomez, Seitoku University, Japan

Paper Information
Conference: ECLL2023
Stream: Psychology of the learner

This paper is part of the ECLL2023 Conference Proceedings (View)
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To cite this article:
Gomez Y. (2023) A Metacognitive Process of Collaborative Engagement With Peers in Project-Based Language Learning ISSN: 2188-112X The European Conference on Language Learning 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-112X.2023.12
To link to this article: https://doi.org/10.22492/issn.2188-112X.2023.12

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Posted by James Alexander Gordon