Language, Literature and Education: Research Updates Vol. 12

This study examined first-generation undergraduate learners’ perceptions of an information and communication technology (ICT)-supported, case-based approach to English as a second language learning at Stella Maris College, Chennai. The intervention combined real-life and textual case studies with Google Classroom activities, online discussions, small-group problem-solving, and collaborative presentations. A descriptive empirical design was used. Seventy-five first-year undergraduates from the Arts, Science, and Commerce streams participated in a six-week intervention comprising twelve 60-minute sessions, and 74 students completed the feedback survey. The 14-item questionnaire used a five-point Likert scale and assessed collaborative learning dynamics, engagement and motivation, case-study effectiveness, and ICT competence. Descriptive analysis showed favourable learner perceptions. Collaborative learning was rated positively by 74.3% of respondents, while 75.7% identified it as their preferred instructional style. Case studies were considered effective for clarity and logical structure by 75.7%, and 94.6% reported that case studies made learning more effective. Google Classroom was perceived to enhance technological competence by 69%, and 77% considered collaboration useful or very useful for promoting discussion. Nevertheless, 43.2% regarded collaborative learning as time-consuming. The findings indicate that ICT-supported case-based collaboration may promote participation, peer interaction, problem-solving, and perceived understanding among first-generation learners.