Language Teacher Development in Computer-Mediated Collaborative Work and Digital Peer Assessment: An Innovative Proposal

Document Type : Research Article


Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain


This research paper explores the integration of digital technologies in language teacher development, focusing on computer-mediated collaborative learning (CMCL) and peer assessment in digital environments. The research was carried out at the National University of Distance Education (UNED) in Spain, in a TEFL course, with 518 student-teachers. The research methodology included both quantitative and qualitative techniques, and the results indicated positive satisfaction levels, especially in these dimensions: clear goals and objectives, appropriate assessment, and appropriate workload, with both learning in digital environments and the quality of teaching particularly highlighted. Additionally, statistically significant differences in the final grades were observed between the MS Teams users and the ones not following CMCL. Finally, the influence of digital learning was demonstrated across a large portion of the other variables according to the students’ perception of it.


Ali, H. (2021). Using the course experience questionnaire to assess UAE students’ perceptions of their learning environment. Journal of Educational & Psychological Research, 3(1), 226-233.
Alhabeeb, A., & Rowley, J. (2018). E-learning critical success factors: Comparing perspectives from academic staff and students. Computers and Education, 127, 1-12.
Al-Hoorie, A. H., & Vitta, J.P. (2019). The seven sins of L2 research: A review of 30 journals’ statistical quality and their CiteScore, SJR, SNIP, JCR Impact Factors. Language Teaching Research, 23(6), 727-744.
Almodaires, A. A., Almutaiti, F. M., & Almsaud, T. E. A. (2021). Preservice teachers’ perceptions of the effectiveness of Microsoft Teams for remote learning. International Education Studies, 14(9), 108, 55-69.
Asonitou, S., Mandilas, A., Chytis, E., & Latsou, D. (2018). A Greek evaluation of the course experience questionnaire: Students’ Conception of the teaching quality in higher education accounting studies. International Journal of Business and Economic Sciences Applied Research (IJBESAR), 11(2), 51-62.
Bates, A. W. (2004). Technology, e-learning, and distance education (2nd ed.). Routledge.
Bates, A. W. (2021). One history of technology and media in distance education. Médiations & Médiatisations, 6, 24-34.
Boud, D., & Falchikov, N. (Eds). (2007). Rethinking assessment in higher education: Learning for the longer term. Routledge.
Brown, M., Hughes, H., Keppell, M., Hard, N., & Smith, L. (2015). Stories from students in their first semester of distance learning. International Review of Research in Open and Distributed Learning, 16(4), 1-17.
Buchal, R., & Songsore, E. (2019). Using Microsoft Teams to support collaborative knowledge building in the context of sustainability assessment. In Proceedings of the Canadian Engineering Education Association (CEEA) (pp. 1-8). Ottawa-Ontario, Canada.
Cabero, J. (2016). Tendencias para el siglo XXI. Spain: Ediciones CEF.
Camacho-Miñano, M. D. M., & del Campo, C.D. (2015). Impacto de la motivación intrínseca en el rendimiento académico a través de trabajos voluntarios: Un análisis empírico. Revista Complutense de Educación, 26(1), 68-80.
Cheng, Y. M. (2020). Students’ satisfaction and continuance intention of the cloud-based-learning systems: Roles of interactivity and course quality factors. Education and Training, 62(9), 1037-1059.
Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. Routledge Falmer.
Delors, J. (1997). La educación encierra un tesoro: Informe a la UNESCO de la Comisión Internacional sobre la educación para el siglo XXI. Santillana.
Ejdys, J. (2021). Factors affecting the adoption of e-learning at university level. WSEAS Transactions on Business and Economics, 18, 313-323.
García Aretio, L. (2019). Necesidad de una educación digital en un mundo digital. RIED. Revista Iberoamericana de Educación a Distancia, 22(2), 9-22.
Herrera-Pavo, M. Á. (2021). Collaborative learning for virtual higher education. Learning, Culture and Social Interaction, 28, 57-70.
Hernández-Sellés, N., Pablo-César Muñoz-Carril, & González-Sanmamed, M. (2019). Computer-supported collaborative learning: An analysis of the relationship between interaction, emotional support and online collaborative tools. Computers and Education, 138, 1-12.
Hewson, E., & Chung, G. W. (2021). Beyond the VLE: Transforming online discussion and collaboration through Microsoft Teams. The International Journal of Management Science and Business Administration, 7(3), 37-45.
Hsiao, I. Y. T., Yang, S. J. H., & Chu, C. J. (2015). The effects of collaborative models in second life on French learning. Educational Technology Research and Development, 63(5), 645-670.
Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative learning methods: A meta-analysis. University of Minnesota.
Kaur, S., Singh, G., & Garg, A. (2022). Evaluating the relationship between the course experience questionnaire and student satisfaction: A case from India. Journal of Public Affairs, 22(3), 62-80.
Kwon, K., Liu, Y., & Johnson, L. (2014). Group regulation and social-emotional interactions observed in computer supported collaborative Learning: Comparison between good vs. poor collaborators. Computers & Education, 78, 185-200.
Martín Monje, E., Vázquez Cano, E., & Fernández, M. (2014). Peer assessment of language learning resources in virtual learning environments with e-rubrics. International Journal of Technology Enhanced Learning, 6(4), 28-41.
Misiejuk, K., Wasson, B., & Egelandsdal, K. (2021). Using learning analytics to understand student perception of peer feedback. Computers in Human Behaviour, 117, 106658.
Nihalani, P. K., Wilson, H. E., Thomas, G., & Robinson, D. H. (2010). What determines high-and low-performing groups? The superstar effect. Journal of Advanced Academics, 21(3), 500-529.
Nistor, N., & Neubauer, K. (2010). From participation to dropout: Quantitative participation patterns in online university courses. Computers & Education, 55(2), 663-672.
Nwosu, J. C., John, H. C., Izang, A. A., & Akorede, O. J. (2018). Assessment of information communication technology (ICT) competence and literacy skills among undergraduates as a determinant factor of academic achievement. Educational Research and Reviews, 13(15), 582-589.
Pham, L., Limbu, Y. B., Bui, T. K., Nguyen, H. T., & Pham, H. T. (2019). Does e-learning service quality influence e-learning student satisfaction and loyalty? Evidence from Vietnam. International Journal of Educational Technology in Higher Education, 16(1), 62-79.
Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning student groups into effective teams. Journal of Student Centered Learning, 2(1), 9-34.
Prins, F. J., Sluijsmans, D. M. A., Kirschner, P. A., & Strijbos, J. W. (2005). Formative peer assessment in a CSCL environment: A case study. Assessment and Evaluation in Higher Education, 30(4), 417-444.
Qureshi, M. A., Khaskheli, A., Qureshi, J.A., Raza, S. A., & Yousufi, S.Q. (2021). Factors affecting students’ learning performance through collaborative learning and engagement. Interactive Learning Environments, 7(1), 1-21.
Rasheed, H. M. W., He, Y., Khalid, J., Khizar, H. M. U., & Sharif, S. (2022). The relationship between e-learning and academic performance of students. Journal of Public Affairs, 22(3), 32-48.
Roohani, A., Forootanfar, F., & Hashemian, M. (2017). Effect of input vs. collaborative output tasks on Iranian intermediate efl learners’ grammatical accuracy and willingness to communicate. Journal of Research in Applied Linguistics, 8(2), 71-92.
Sadri, E., & Tahririan, M. (2018). Teacher Assisted vs. Peer-Assisted Performances and L2 development: A Mixed Methods Approach. Journal of Research in Applied Linguistics, 9(1), 3-27.
Schmitt, L. J., & Weinberger, A. (2018). Computer-supported collaborative learning: Mediated and copresent forms of learning together. In J. Voogt, G. Knezek, & K-W. Lai (Eds.) Second handbook of information technology in primary and secondary education (pp. 217-231). London: Springer.
Seifert, T., & Feliks, O. (2018). Online self-assessment and peer-assessment as a tool to enhance student-teachers’ assessment skills. Assessment & Evaluation in Higher Education, 44(2), 169-185.
Stančić, M. (2021). Peer assessment as a learning and self-assessment tool: A look inside the black box. Assessment and Evaluation in Higher Education, 46(6), 852-864.
Teixeria, A.M., Bates, T., & Mota, J. (2019). What future(s) for distance education universities? Towards an open network-based approach. RIED. Revista Iberoamericana de Educación a Distancia, 22(1), 101-122.
Topping, K. J. (2009). Peer assessment. Theory Into Practice, 48(1), 20-27.
Torun, E. D. (2019). Online distance learning in higher education: E-learning readiness as a predictor of academic achievement. Open Praxis, 12(2), 191-205.  
Turebayeva, K., Seitenova, S., Yessenguolva, M., Togaibayeva, A., & Turebayeva, S. (2020). Nurture of multicultularism of future teachers in the process of foreign language teaching. Journal of Research in Applied Linguistics, 11, 13-14.
Ugalde, C. G., Montenegro, H., & Villafaña, L.L. (2012). Análisis de confiabilidad y de validez del instrumento course experience questionnaire (CEQ). Educación y Educadores, 15(1), 8-22.
Ullah, M. A., Alam, M. M., Shan-A-Alahi, A., Rahman, M. M., Masum, A. K. M., & Akter, N. (2019). Impact of ICT on students’ academic performance: Applying association rule mining and structured equation modelling. International Journal of Advanced Computer Science and Applications, 10(8), 387-393.
Weller, M. (2022). The rise and development of digital education. In O. Zawacki-Richter & I. Jung (Eds.), Handbook of open, distance, and digital education (pp. 1-17). London: Springer.
Wilson, K. L., Lizzio, A., & Ramsden, P. (1997). The development, validation and application of the course experience questionnaire. Studies in Higher Education, 22(1), 33-53.
Youseff, A., Dahmani, M., & Ragni, L. (2022). ICT use, digital skills and students’ academic performance: Exploring the digital divide. Information, 13(3), 1-20.
Zhang, Y., & Aryadoust, V. (2022). A Systematic review of the validity of questionnaires in second language research. Education Sciences, 12(10), 723-745.