Engagement in online language learning: The synergy of collaboration and teacher support

Abstract

This study investigates how student collaboration and teacher mediation influence learners' affective engagement in digital language learning environments. Grounded in sociocultural and ecological language learning theories, the research examines two mandatory field-specific English courses at Finnish higher education institutions. The data were collected through reflective learning diaries from first-year students aged 19-52 and analysed using qualitative content analysis. The findings reveal that student collaboration significantly enhances perceived affective engagement. Sustained partnerships with academically matched peers were most effective, though individual preparation emerged as crucial for collaborative success. Collaboration also strengthened affective engagement by developing a sense of belonging, shared responsibility, and collective goal orientation, while failed partnerships diminished engagement. Teacher mediation proved multifaceted, encompassing environmental support, direct instruction, strategic course design, and technology integration. Teachers' role in establishing positive learning atmospheres and demonstrating flexibility significantly influenced perceived affective engagement. However, overly high expectations and exclusive target language use without scaffolding reduced students’ affective engagement and willingness to participate. The study demonstrates that engaging digital language learning is affected by complex interactions between collaborative relationships and teacher support, requiring intentional pedagogical design and ongoing attention to both linguistic and emotional dimensions of learning