CALL, MALL, and other technology-related issues
Nagam Hasan Hussein; Parviz Alavinia
Abstract
The current study probed the effect of podcasting and vlogging on Iraqi EFL learners’ oral proficiency and willingness to communicate (WTC). In so doing, the participants’ perceptions concerning the efficacy of these technological resources for improving their spoken proficiency and WTC were ...
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The current study probed the effect of podcasting and vlogging on Iraqi EFL learners’ oral proficiency and willingness to communicate (WTC). In so doing, the participants’ perceptions concerning the efficacy of these technological resources for improving their spoken proficiency and WTC were also explored. Forty-five learners (in three intact classes) were selected from a language institute in Iraq through convenience sampling to conduct the study. Successive to administering the oral proficiency and WTC scales, the researchers initiated the intervention, which lasted for 14 sessions, with the classes being held twice a week. After holding the posttest, and at the culmination of quantitative phase of the study, 14 participants (seven students from each experimental group) were selected to take part in a semi-structured interview. The data collected for the quantitative phase were analyzed using one-way analysis of variance (ANOVA) and as regards the qualitative phase, thematic analysis was employed. The results demonstrated that both podcasting and vlogging groups gained better speaking scores on the posttest and exhibited higher degrees of WTC in comparison to the control group. The qualitative analysis indicated that the participants had positive attitudes toward using podcasting and vlogging to improve their oral proficiency. The findings are thought to have practical implications for teachers, learners, and other educational stakeholders in the context of Iraqi institutes, particularly as regards the proper integration of technology into language learning process.
CALL, MALL, and other technology-related issues
Parisa Moradi; Abbas Ali Zarei
Abstract
Although technology has greatly influenced different aspects of language learning, the nature and the extent to which it influences learners’ anxiety in oral skills remains a contentious issue. The primary objective of this study was to examine how synchronous computer-mediated interaction (SCMI) ...
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Although technology has greatly influenced different aspects of language learning, the nature and the extent to which it influences learners’ anxiety in oral skills remains a contentious issue. The primary objective of this study was to examine how synchronous computer-mediated interaction (SCMI) and face-to-face (FTF) interaction influence speaking and listening anxiety among Iranian EFL learners. The study involved 60 male and female English language learners at Kish-e-Mehr language institute and Dialog Online language institute in Qazvin, with ages ranging from 15 to 35. Convenience sampling based on availability was used to select the participants. Initially, the participants completed questionnaires assessing their speaking anxiety and listening anxiety as pretests; this was followed by 12 treatment sessions. After these sessions, they filled out the same questionnaires again as posttests. The data collected were analyzed using one-way ANCOVA, the results of which revealed that SCMI effectively reduced both speaking anxiety and listening anxiety. This study highlights the potential of SCMI as a practical approach to reduce speaking and listening anxiety. The results of this study can have significant implications for language teachers, learners, and material developers.
CALL, MALL, and other technology-related issues
Fatemeh Gandomkar; Afsaneh Ghanizadeh; Safoura Jahedizadeh; Kiana Hosseinion
Abstract
Today, traditional passive learning and note taking are less effective for students adapting to modern life skills. Mobile portfolios, versatile learning tools with numerous benefits, are finding their way into educational domain in promoting active learning. This study explored the impact of the present ...
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Today, traditional passive learning and note taking are less effective for students adapting to modern life skills. Mobile portfolios, versatile learning tools with numerous benefits, are finding their way into educational domain in promoting active learning. This study explored the impact of the present researchers’ designed mobile portfolio (called Class Mass) on students’ reflective thinking, directed motivational currents (DMCs), and cognitive learning. This study was performed in two ninth-grade English classes of a state-run female junior high school via a quasi-experimental research design. In terms of instruments, the following scales were utilized: reflective thinking inventory (measuring four distinct components), DMC disposition questionnaire, and cognitive learning scale. The results of independent samples t-test and multivariate analysis of variance (MANOVA) demonstrated the effectiveness of using the mobile portfolio application on learners’ three components of reflective thinking, DMCs, and cognitive learning. The study suggests that teachers should recognize the advantages of employing mobile portfolios as effective tools for learning and assessment to foster their students’ goal-oriented inspirational surge, encourage active participation, and provide positive feedback and clues on how to improve their learning
CALL, MALL, and other technology-related issues
Shima Taheri; Hooshang Khoshsima; Ali Beikian; Amir Mohammadian
Abstract
Technology integration into language learning has appeared as a prominent research focus in the past few years. The present study aimed to investigate the comparative effects of using Dropbox Paper as an online collaborative tool versus traditional non-collaborative writing instruction on the academic ...
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Technology integration into language learning has appeared as a prominent research focus in the past few years. The present study aimed to investigate the comparative effects of using Dropbox Paper as an online collaborative tool versus traditional non-collaborative writing instruction on the academic writing skills of Iranian EFL learners across varying proficiency levels. The research utilized a quasi-experimental research design, focusing on the collection and analysis of quantitative data. A total of 90 Iranian EFL learners were selected through convenience sampling and randomly assigned to either the experimental group, which utilized Dropbox Paper for collaborative academic writing, or the control group, which engaged in non-collaborative writing methods. Each group contained 45 learners with three different proficiency groups, i.e., high, mid, and low. The instructional phase included a pretest, followed by targeted instruction on academic essay writing for two months for both groups. Collaborative practices using Dropbox Paper as an online collaborative tool to write comments and notes and to receive teacher and peer feedback on their writings were considered for the experimental group and only direct teacher's feedback for the control group, culminating in a posttest to evaluate the outcomes. The findings highlighted the need to align technology-enhanced writing instruction with learners’ proficiency levels. Collaborative tools like Dropbox Paper are more effective for mid and high-proficiency learners, emphasizing the importance of scaffolding for lower-proficiency learners to ensure equitable benefits. These insights provide practical guidance for integrating collaborative tools into EFL classrooms to optimize writing instruction.
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.
CALL, MALL, and other technology-related issues
Goodarz Shakibaei; Arash Hashemifardnia; Maryam Amini
Abstract
As education is remodeled to online solutions, instructors and students must adapt their teaching and learning materials. This study inspected how Iranian EFL learners' attitudes toward electronic learning, self-regulated online learning (OL), boredom, and English language achievement were affected by ...
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As education is remodeled to online solutions, instructors and students must adapt their teaching and learning materials. This study inspected how Iranian EFL learners' attitudes toward electronic learning, self-regulated online learning (OL), boredom, and English language achievement were affected by academic simplified materials. To do this, 70 intermediate volunteers were chosen using a quasi-experimental design based on a convenience sampling method. Two experimental groups (EGs) (one for simplified texts and the other for authentic texts) were selected. Next, both groups took the pretests on general English, boredom, and self-regulated learning (SRL). Then, one group was trained in 12 simplified reading texts through online instruction, while the other group was trained in 12 authentic texts without using online teaching. After the treatment sessions, both groups took the general English, boredom, and SRL post-tests. Finally, a questionnaire was administered to the participants of the simplified group to explore their general viewpoints about applying simplification and simplified materials. The analyses showed substantial differences amongst the posttests of the groups in favor of the simplified group. The outcomes suggested that the simplified group considerably outflanked the authentic group on the posttests. Besides, the analyses showed that Iranian EFL learners had positive attitudes toward teaching simplified texts via online instruction.
