CALL, MALL, and other technology-related issues
Abazar Gholami; Saeed Ahmadi; Hamideh Taheri
Abstract
Recently, the use of chatbots in language learning has attracted considerable attention. However, there is a scarcity of investigations delving into the impact of chatbots on enhancing EFL learners’ speaking in the light of their learning adaptability. Consequently, this research examined the effectiveness ...
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Recently, the use of chatbots in language learning has attracted considerable attention. However, there is a scarcity of investigations delving into the impact of chatbots on enhancing EFL learners’ speaking in the light of their learning adaptability. Consequently, this research examined the effectiveness of integrating chatbots on the speaking performance of EFL learners possessing varying levels of learning adaptability. To this aim, initially, a learning adaptability scale was administered to a group of 108 EFL learners, from whom 36 individuals exhibiting the highest adaptability scores and another 36 with the lowest scores were identified. Subsequently, both groups received a speaking pretest. Following this, the groups engaged in 12 sessions of speaking practice utilizing a chatbot. After the intervention, both groups took a speaking posttest. Furthermore, 15 participants from each group participated in semi-structured interviews. The results of One-way ANCOVA revealed that the group with high learning adaptability surpassed their counterparts with low adaptability in speaking performance. The qualitative analysis results indicated that while the high adaptability group exhibited predominantly positive attitudes towards utilizing chatbots, the low adaptability group primarily expressed negative perceptions. The findings are discussed, and implications for language teaching and learning are provided.
Zahra Sabaghzade; Neda Fatehi Rad; Leila Anjomshoa
Abstract
With a view to the recent educational developments in addition to the increasing adoption of critical pedagogy (CP) in educational systems worldwide (Grassini, 2023), taking critical digital pedagogy (CDP) in the field of teacher education within the context of Iran offers numerous benefits, like encouraging ...
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With a view to the recent educational developments in addition to the increasing adoption of critical pedagogy (CP) in educational systems worldwide (Grassini, 2023), taking critical digital pedagogy (CDP) in the field of teacher education within the context of Iran offers numerous benefits, like encouraging critical thinking, fostering creativity, building community, and empowering students. This exploratory sequential mixed-methods study aimed to develop a technology-laden, critical pedagogy (CP)-based EFL teacher preparation program (TCPTPP). In order to facilitate access to the participants, time limitation, and productivity of the cost effectiveness, 100 male and female teaching-English-as-a-foreign-language (TEFL) experts and 100 male and female EFL teachers participated in the study. To collect the data, the researchers used a semistructured interview and a close-ended questionnaire. Qualitative data analysis was done via open, axial, and selective coding through constant comparative methods. Quantitative data analysis was conducted through structural equation modeling (SEM). Through using grounded theory, a TCPTPP was developed in three main categories including pedagogical, socio-cultural, and criticality-related issues, each consisting of some subcategories. Moreover, the Cronbach’s alpha (.88) revealed that both experts and teachers endorsed the developed program. The findings have implications, redefining the policies and revising the current curriculum for EFL teacher education administrators and using educational technologies with the framework of CDP for curriculum planners and educators.
