Hard and Soft Sciences in Contrast: ESP Mediated by Collaborative Learning (CL) and Communication Technologies (CT)

Abstract

The study assessed students’ perceptions and interests in collaborative learning (CL) mediated by communication technologies (CT) in the Degrees of Chemical Engineering (CE) and English Language and Literature (ELL) at the University of Santiago de Compostela. Data were collected through questionnaires following several Office 365-mediated collaborative activities. Results revealed high levels of satisfaction and interest in this methodology (RQ1 and RQ2), with CE students (hard science) reporting significantly higher ratings than ELL students (soft science) (RQ4). This contrasts with previous studies, where soft science disciplines often received more favorable evaluations. No significant gender differences were found in overall satisfaction, although minor variations appeared in specific items, such as men rating teamwork preferences higher. CE students consistently rated specific skills (SS) related to CL more favorably, whereas ELL students expressed a stronger preference for autonomous learning (RQ3). To enhance ELL students’ experience with CL, targeted activities were suggested, such as videoconferences simulating teaching coordination and collaborative translation projects using Office 365 tools. A key limitation of the study was the small sample size, which constrains the ability to draw broader conclusions. Future research should aim to include a larger sample and a wider range of degrees and universities. Additionally, incorporating collaborative skills into ELL students’ professional profiles, especially in fields like teaching and translation, could foster their engagement and preparedness for teamwork-oriented tasks.