Self-regulated learning (SRL) abilities refer to learners' abilities to achieve their individual learning goals in the continuous learning process. While previous research has demonstrated the positive impact of SRL abilities on learning outcomes, there is a lack of exploration regarding the use of online collaborative whiteboards as regulating scaffolds (e.g., organizational structure for learning or tasks, tools for communication and knowledge co-construction, and timely feedback) for affecting students' SRL abilities in blended learning contexts. Therefore, 141 students participated in this quasi-experimental study to evaluate the influence of blended learning through BoardMix, an online collaborative whiteboard platform, on the SRL abilities of year one students in a Chinese postsecondary vocational school. During a four-week learning, with the pedagogical approach based on Zimmerman's cyclical model of SRL, students in the experimental group used the BoardMix platform to collaborate with each other. The Online Self-Regulated Learning Questionnaire (OLSQ) (Barnard et al., 2009) was used to collect quantitative data in pre-tests and post-tests for both experimental and control groups, and ANCOVA was adopted to analyze the data. The ANCOVA results revealed significant improvements in SRL abilities and significant differences between the experimental and control groups. Collaborating through the online platform BoardMix significantly enhanced the SRL abilities of the experimental group. In the second phase of this research project, qualitative research was adopted to provide deeper insights into the influence of online whiteboards on learners' SRL abilities, and future applications of collaborative learning can be explored based on these findings which will be presented in another paper.

The increased adoption of dubbing software, which gives students a chance to imitate native speakers' pronunciation of English, has led to a surge in research on its application in foreign language learning. Some reported effects on students' oral English, particularly in terms of intelligibility and comprehensibility, can be identified. However, the related studies on students' spoken English, in terms of pronunciation, accuracy, and fluency stressed in the Nativeness Principle, are still in their nascent stages. To address this issue, this study adopted an experimental approach to figure out whether dubbing activities affect grade 5 students' English speaking in these three factors. Two classes served as the experimental group (n=104) to learn English speaking with online video dubbing activities for 12 sessions while the other two classes (n- 102) participated as the control group to learn the same content traditionally without the dubbing activities. For pre-tests and post-tests, a 15-item, 3-factor English Speaking Proficiency Questionnaire was adopted (i.e. pronunciation, accuracy, and fluency). The results of ANCOVA showed a significant difference in the overall English- speaking proficiency of students between the two groups (F = 8.291, p = 0.004;

Calculation abilities are essential in elementary school mathematics and learning with game applications have been demonstrated to improve student’s learning of mathematics, which is conducive to developing their calculation abilities. As one of the core mathematical skills, calculation abilities can be improved through continuous calculation practice. However, there is currently just a little research on the effects of using digital game-based learning (DGBL) with a mathematical game application in elementary school for developing students’ calculation abilities. Therefore, 78 students participated in this quasi-experimental study to evaluate the possible influence of DGBL with a mathematical game application “Oral Math Hero” through iPads on the calculating abilities of fourth-grade students in a mainstream school in Mainland China. A mathematical game application was integrated into a four-week classroom activity for the experimental classes, with pre-test and post-test utilizing a standardized calculation abilities test: Abilita diCalcoloz Calculation Abilities-Memory and Training Group 6-11 (Cornoldi et al., 2002) for both experimental and control groups. Data analysis results using ANOVA showed that there were significant differences in students’ calculation abilities when learning with the mathematical game application on iPad in mathematical classrooms, with significant differences in overall calculation abilities between the experimental group (n=40) and the control group (n=38) in grade 4. In other words, we found that after practicing calculations with the mathematical game application, students were more likely to achieve better calculation abilities, especially in terms of faster calculation speed, and lower error rates. However, there were no significant differences in numerical knowledge, learning with this mathematical game application might not lead to acquiring more mathematical knowledge. This study provides a realistic perspective for elementary mathematics educators and teachers to understand the potential of learning with the mathematical game application: it can be an effective tool to improve the calculation abilities of students in grade 4. The second stage of this project is to explore the reasons behind the results of the study, revealing possible factors of DGBL with the mathematical game application that may facilitate certain aspects of calculation abilities. Further suggestions are made to integrate DGBL into the elementary mathematics classroom.