Professional Cognition and Engagement in Cooperative Learning on the Information Technology Facilitated Language Development

Abstract

With the rapid development of information technology and its enhancing effects on learning activities, increasing attention is being paid to improving learning efficacy, with an emphasis on students' learning characteristics and the context. Using structural equation modeling and business English learners as the sample, the author explored the relationships among information technology–supported language learning, outcomes of English development, engagement in cooperative learning activities, and student perceptions of professional qualifications. The data supported the hypothesized model. The results indicated that student engagement in cooperative activities and their perceptions of professional cognition on required competencies had significant indirect effects on information technology–supported language learning. The author discusses the implications of keeping a good balance between improving professional skills and developing language abilities, and of designing workplace learning activities to improve the cognition of professional required competencies.