COLLABORATIVE LEARNING IN ENGLISH CLASSES THROUGH DIGITAL WHITEBOARDS AND ONLINE PROJECTS

Abstract

Collaborative learning has become an essential component of modern English language teaching, particularly in universities where English is taught as a compulsory subject but not the primary field of study. Students at A2–B1 levels often lack motivation and confidence, resulting in limited engagement with traditional teacher-centered methods. This study explores the integration of digital whiteboards (Miro, Jamboard, Padlet) and online project tools (Google Docs, Google Slides, Canva) to promote interactive, student-centered learning in English classes at non-linguistic universities. Previous studies demonstrate that cooperative learning fosters active engagement in higher education (Johnson & Johnson, 2018), while digital collaboration platforms enhance writing and communication skills (Ngoc Hoang & Hoang, 2022). Moreover, interactive whiteboards have been shown to support metacognitive strategies and collaborative regulation during writing tasks (Teng, 2021). The novelty of this research lies in applying these tools systematically in non-linguistic university contexts, offering fresh ways to motivate students and foster active participation.