Learning Analytics for Collaborative Language Learning in Classrooms: From the Holistic Perspective of Learning Analytics, Learning Design and Teacher Inquiry

Learning analytics (LA) has been increasingly using in teaching and learning. However, in the field of applied linguistics, the use of LA has only begun to touch the surface. There is a need for understanding how LA and learning design (LD) influence each other and provide useful information to language teachers in the context of specific courses or learning environments. In this study, a retrospective analysis was conducted to identify the factors influencing LA for collaborative language learning in classrooms, from a holistic perspective by integrating LA, LD, and teacher inquiry. The findings suggested that (1) LA focused on interactions can inform pedagogical refinement effectively when LD in language learning is premised on social constructivist theories; (2) LA supported teacher inquiry and LD on condition that the teacher holds innovation-oriented beliefs and the participatory culture between teachers and researchers. The study provided insights into the use of LA in collaborative language learning classrooms that focus on collecting and evaluating learners' interaction process beyond gleaning linguistic or behavioral facts. Professional development implications and future research are also addressed.

Automated summary

Learning analytics (LA) is increasingly utilized in teaching and learning, but its application in applied linguistics is still developing. Understanding the interaction between LA and learning design (LD) is crucial for providing valuable information to language teachers. It is important that pedagogical refinement is informed by LA focused on interactions and LD based on social constructivist theories, while also requiring teachers to hold innovation-oriented beliefs and foster a participatory culture between teachers and researchers.