ArticleFrontiers in psychology2025
Impact of collaborative learning on student engagement in college English programs: mediating effect of peer support and moderating role of group size.
Article in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 6 papers, 1 of them a synthesis that pooled it.
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Who cites it
6 citing papers in PubMed, 1 synthesis or guideline pooled it.
- How do students learn to move? A systematic review of collaborative and game-based pedagogies in physical education.Frontiers in sports and active living · 2026Pooled it
- Multilevel Determinants of Engagement in Lifelong Learning in Orthodontics From Formal to AI-Supported Approaches: Development of a Conceptual Framework Through a Qualitative Study.JMIR medical education · 2026Article
- Curriculum satisfaction and pre-service teachers' social-emotional competencies: the serial mediation role of artificial intelligence anxiety and learning engagement.Frontiers in psychology · 2026Article
- From support to sustained engagement: internalization processes in experiential learning in tourism management education.Frontiers in psychology · 2026Article
- The relationship between peer learning and self-directed learning: the mediating role of collaborative leadership among pre-service mathematics teachers.Frontiers in psychology · 2025Article
- Peer collaborative learning and academic engagement in university libraries: a moderated mediation model and latent profile analysis.Frontiers in psychology · 2025Article
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Abstract
Collaborative learning (CL) and student engagement have been extensively researched. There are few studies on the interaction between college students and its underlying mechanism. This research investigates how CL activities assist in boosting student engagement in English programs at public sector colleges. A purposive sampling of 425 intermediate students from a Chinese public college was used to evaluate the direct impact of CL on engagement, the mediating effects of peer support and the moderating influence of group class using structural equation modeling (SEM). The findings show that CL positively relates to peer support but not students' engagement, and the relationship between peer support and engagement is also significantly positive. However, the specific indirect impact indicates that specific peer support mediates CL activities and students' engagement to a whole extent. Our results underscore CL's potential to improve students' engagement. The results indicated that peer support increases students' engagement when the group size is less than others. This study is significant for instructors, administrators, educators, policymakers, students, and researchers seeking effective techniques to enhance student engagement in English programs and learning.
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