چکیده (انگلیسی):

This study first analyzed past research on computer-assisted language learning (CALL) approaches, and specifics of English learning to introduce research on situated cognition theories for teaching the subject. A Collaborative Online Learning (COL) approach that incorporated CALL features and situational theories was designed. Pre- and post-tests on student learning of English classes using a designed COL approach were carried out online. Results showed that the COL approach had different effects on student reading, communication and learning motivation. Students with intermediate scores exhibited the highest degrees of improvement, followed by students with low scores. To make the results more descriptive, the author implemented focus group interviews and analyzed the course contents.