پیوندهای مفید
اخبار و اعلانات
آمار
| تعداد نشریات | 25 |
| تعداد شماره‌ها | 956 |
| تعداد مقالات | 7,845 |
| تعداد مشاهده مقاله | 13,289,628 |
| تعداد دریافت فایل اصل مقاله | 9,420,635 |
Exploring the Impact of Common vs. Restricted Social Networks on English Foreign Language Learners' Writing Skill | ||
| Journal of Language Horizons | ||
| دوره 4، شماره 2 - شماره پیاپی 8، مهر 2020، صفحه 81-100 اصل مقاله (431.88 K) | ||
| نوع مقاله: Research article | ||
| شناسه دیجیتال (DOI): 10.22051/lghor.2020.30696.1272 | ||
| نویسندگان | ||
| Farzaneh Khodabandeh* 1؛ Elaheh Naseri2 | ||
| 1Department of Linguistics and Language Teaching, Payame Noor University, Iran | ||
| 2MA in TEFL, Department of Linguistics and Language Teaching, Payame Noor University, Iran | ||
| چکیده | ||
| The appearance of different types of educational technology (Ed Tech) tools has paved the way for teachers and learners in all fields of study including second/foreign language learning in order to use them for making the education and learning process more fruitful and exciting. This study aimed to investigate and compare the impact of the common WhatsApp group in which participants could have interactions versus the restricted WhatsApp group in which participants did not have any interactions, as two quittances of social network groups on enhancing English Foreign Language (EFL) learners' writing ability with a focus on process analysis type of paragraph writing. In this regard, 64 intermediate EFL learners were homogenized through the administration of the Oxford Placement Test (OPT) and divided into two virtual groups randomly. Next, a paragraph writing pretest was administered, and then both virtual groups received the same treatment and material based on the Model-Practice-Effect instruction cycle. After the treatment sessions, the paragraph writing posttest was administered. Considering the purpose of the study, data analysis indicated that the participants in the common WhatsApp group who had experienced online interaction could significantly outperform the participants in the restricted WhatsApp group. The results and findings of this study can be useful for second/foreign language learners, teachers, researchers and experts in order to consider and become aware of the critical role of Ed Tech, as well as the central and important role of interaction in improving the quality of language teaching and learning process. | ||
| کلیدواژه‌ها | ||
| common WhatsApp group؛ educational technology؛ restricted WhatsApp group؛ social networks؛ writing skills | ||
| عنوان مقاله [English] | ||
| بررسی تاثیر شبکه‌های اجتماعی محدود و معمولی بر مهارت نوشتاری زبان‌آموزان زبان انگلیسی به‌عنوان زبان خارجی | ||
| نویسندگان [English] | ||
| فرزانه خدابنده1؛ الهه ناصری2 | ||
| 1استادیار گروه زبان انگلیسی، دانشگاه پیام نور، ایران | ||
| 2دانش‌آموختۀ کارشناسی ارشد زبان انگلیسی، دانشگاه پیام نور، ایران | ||
| چکیده [English] | ||
| پیدایش انواع گوناگون ابزار فناوری آموزشی راه را برای معلمان و فراگیران همۀ رشته‌ها از جمله، فراگیری زبان دوم یا زبان خارجی در راستای اثربخش و جذاب‌تر کردن فرآیند آموزش و یادگیری هموار نموده است. هدف از مطالعۀ حاضر، مقایسۀ گروه معمولی واتس‌آپی که در آن اعضای گروه می‌توانند با یکدیگر تعامل داشته باشند و گروه محدود واتس‌آپی که در آن اعضای گروه نمی‌توانند با یکدیگر تعامل داشته باشند به‌عنوان دو نمونه از گروه‌های شبکۀ اجتماعی و اثر آنها بر بهبود یادگیری مهارت نوشتاری زبان‌آموزان انگلیسی به‌عنوان زبان خارجی، با تمرکز ویژه بر پاراگراف‌نویسی از نوع تحلیل فرآیند بوده‌است. در این راستا تعداد 64 زبان‌آموز سطح متوسط زبان انگلیسی به‌عنوان زبان خارجی از طریق آزمون تعیین سطح آکسفورد همگن و به‌طور تصادفی به دو گروه مجازی تقسیم شدند. سپس یک پیش‌آزمون پاراگراف‌نویسی از شرکت‌کنندگان اخذ شد و پس از آن، هر دو گروه مجازی، براساس چرخۀ آموزشی مدل-تمرین-نتیجه، آموزش و مواد آموزشی یکسان دریافت نمودند. بعد از دورۀ آموزش، پس‌آزمون پاراگراف‌نویسی از شرکت‌کنندگان به عمل آمد. با توجه به هدف این مطالعه، تحلیل داده‌ها نشان داد که عملکرد شرکت‌کنندگان در گروه عادی واتس‌آپی که تعامل آنلاین با یکدیگر را تجربه کرده بودند، به طور قابل توجهی بهتر از گروه محدود واتس‌آپی بود. نتایج و یافته‌های این مطالعه می‌تواند برای فراگیران زبان دوم یا زبان خارجی، معلمان، پژوهشگران و کارشناسان این حوزه مفید باشد تا نسبت به استفاده و نقش کلیدی فناوری آموزشی و نقش مهم و اساسی تعامل در بهبود کیفیت فرآیند آموزش و یادگیری زبان آگاهی کسب کنند. | ||
| کلیدواژه‌ها [English] | ||
| گروه معمولی واتس‌آپی, گروه محدود واتس‌آپی, فناوری آموزشی, شبکه‌های اجتماعی, مهارت‌های نوشتاری | ||
| مراجع | ||
|
Abbasi, M., & Behjat, F. (2018). The effect of storytelling via Telegram on Iranian EFL learners’ speaking complexity. International Journal of Educational Investigations, 5(2), 28-40.
Adloo, M., & Aghajani, M. (2018). The effect of online cooperative learning on students' writing skill and attitudes through Telegram application. International Journal of Instruction, 11(3), 433-448.
Akande, S. O., & Oyedapo, R. O. (2018). Effects of social media use on the reading habits of selected high school students in Nigeria. Information Impact: Journal of Information and Knowledge Management, 9(1), 46-58.
AlQahtani, N. A. (2018). The effect of social networks on the improvement of Saudi EFL students. Journal of Humanities and Social Sciences, 8(2), 137-150.
Barbaux, M. T. (2006). From lifelong learning to m-learning. Paper presented at the 13th International Conference ALT-C 2006: The next generation, Edinburgh, Scotland, UK.
Barker, J., & Gossman, P. (2013). The learning impact of a virtual learning environment: Students’ views. Teacher Education Advancement Network Journal (TEAN), 5(2), 19-38.
Beer, D., & Burrows, R. (2007). Sociology and, of and in Web 2.0: Some initial considerations. Sociological Research Online, 12(5). http://www.socresonline.org.uk/12/5/17.Html
Belal, A. (2014). Influence of digital social media in writing and speaking of tertiary level student [Unpublished doctoral dissertation]. BRAC University, Bangladesh.
Bouhnik, D., & Deshen, M. (2014). WhatsApp goes to school: Mobile instant messaging between teachers and students. Journal of Information Technology Education: Research, 13, 217- 231.
Cavus, N., & Ibrahim, D. (2009). M-learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology, 40(1), 78-91.
Curtis, D. D., & Lawson, M. J. (2001). Exploring collaborative online learning. Journal of Asynchronous Learning Networks, 5(1), 21-34.
Davies, J., & Graff, M. (2005). Performance in e-learning: Online participation and student grades. British Journal of Educational Technology, 36(4), 657-63.
Davis, C., Deil-Amen, R., Rios-Aguilar, C., & Gonzalez-Canche, M. S. (2012). Social media in higher education: A literature review and research directions. Report printed by the University of Arizona and Claremont Graduate University.
Douglas, M., Matt. P., & Micheal, L. (2008). Mobile learning in higher education: An empirical assessment of a new educational toll. Turkish Online Journal of Educational Technology, 7(3), 27-43.
Dukper, K. B., Agyekum, B. O., & Arthur, B. (2018). Exploring the effects of social media on the reading culture of students in Tamale technical university. Journal of Education and Practice,9(7),47-56
Fahretin, A., & Feyzi, K. (2013). Virtual learning environments. Journal of Teaching and Education, 2(4), 57-65.
Farooq, U., Schafer, W., Rosson, M., & Caroll, J. (2002). M-education: Bridging the gap of mobile and desktop computing. Center for human-computer interaction and department of computer science. Proceedings. IEEE International Workshop on Wireless and Mobile Technologies in Education (pp. 91-94). IEEE.
Ferdig, R. E. (2007). Editorial: Examining social software in teacher education. Journal of Technology and Teacher Education, 15(1), 5-10.
Gaudeul, A., & Peroni, C. (2010). Reciprocal attention and norm of reciprocity in blogging networks. Economics Bulletin, 30(3), 2230-2248.
Ghaemi, F., & Golshan, N. S. (2017). The impact of Telegram as a social network on teaching English vocabulary among Iranian intermediate EFL learners. International Journal of Media and Communication, 1(1), 23-29.
Ghobadi, S., & Taki, S. (2018). Effects of Telegram stickers on English vocabulary learning: Focus on Iranian EFL learners. Research in English Language Pedagogy, 6(1), 139-158.
Grgurovic, M. (2010). Technology-enhanced blended language learning in an ESL class: A description of a model and an application of the Diffusion of Innovations theory [Unpublished doctoral dissertation]. Iowa State University, The United States. https://lib.dr.iastate.edu/cgi/viewcontent.cgi?article=2639&context=etd
Gupta, A. (2014). Scope and implications of social media in the context of higher education: Review of researches. MIER Journal of Educational Studies, Trends & Practices, 4(2), 231-253.
Heidari Tabrizi, H., & Onvani, N. (2018). The impact of employing Telegram app on Iranian EFL beginners’ vocabulary teaching and learning. Applied Research on English Language, 7(1), 1-18.
Heidari, J., Khodabande, F., & Soleimani, H. (2018). A comparative analysis of face to face instruction vs. telegram mobile instruction in terms of narrative writing. JaltCALL Journal, 14(2), 143-156.
Hemmati, F., & Khodabandeh, F. (2017). Advanced writing. Payame Noor University Publications.
Hobbs, R. (2005). Literacy for the information age. In J. Flood, D. Lapp & S. B. Heath (Eds.), Handbook of research on teaching literacy through the communicative and visual arts (pp. 7-15). Lawrence Erlbaum Associates Publishers.
Jafari, S., & Chalak, A. (2016). The role of WhatsApp in teaching vocabulary to Iranian EFL learners at junior high school. English Language Teaching, 9(8), 85-92.
Khan, I. U., Ayaz, M., & Faheem, M. (2016). The role of social media in development of English language vocabulary at university level. International Journal of Academic Research in Business and Social Sciences, 6(11), 590-604.
Khansarian-Dehkordi, F., & Ameri-Golestan, A. (2017). Effects of social networking on Iranian EFL learners’ vocabulary acquisition. Research in English Language Pedagogy, 5(2), 97-111.
Khodabandeh, F. (2018). The impact of storytelling techniques through virtual instruction on English students’ speaking ability. Teaching English with Technology, 18(1), 24-36.
Khoshnoud, K., & Karbalaei, A. (2014). The effect of interaction through social networks sites on learning English in Iranian EFL context. Journal of Advances in English Language Teaching, 2(2), 27-33.
Lee, J. J. (2011). A genre analysis of second language classroom discourse: Exploring the rhetorical, linguistic, and contextual dimensions of language lessons [Unpublished doctoral dissertation]. Georgia State University, United States. https://scholarworks.gsu.edu.
Mashhadi, H. D., & Kaviani, M. (2016). The social impact of telegram as a social network on teaching English vocabulary among Iranian intermediate EFL learners (Payame Noor center). Quarterly Journal of Sociological Studies of Youth, 7(23), 65-76.
Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I'll see you on “Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1-17.
Nabati, A. (2018). Teaching grammar through social networks and its effect on students’ writing accuracy. Biannual Journal of Applications of Language Studies (JALS), 11(1), 125-146.
Naseri, E., & Khodabandeh, F. (2019). Comparing the impact of audio-visual input enhancement on collocation learning in traditional and mobile learning contexts. Applied Research on English Language, 8(3), 388-422.
Ottesen, J. (2018). Immersive technology: Asset to the classroom or another tech fad? Eschool News. https://eschoolnews.com/2018/10/11/immersive-technology-asset-to-the classroom-or-another-tech-fad/?ps
Prensky, M. (2001). Digital natives, digital immigrants (part 1). On the Horizon, 9(5), 1-6.
Richards, J. C. (2008). Second language teacher education today. RELC Journal, 39, 158-177.
Robles, H. (2016). Mobile learning to improve writing in ESL teaching. TEFLIN Journal, 27(2), 182-202.
Rouse, M. (2011). Virtual learning environment (VLE) or managed learning environment (MLE). http://whatis.techtarget.com/definition/virtual-learning-environment-VLE-or- managed-learning-environment-MLE
Sah, P. K. (2015). Let’s tweet to learn English: Using Twitter as a language tool in the ESL/EFL classroom. Language and Literature, 2, 10-17.
Salehpour, F. (2018). The effect of using Telegram instant messaging application on listening comprehension skill among Iranian intermediate EFL students. International Journal of Educational Investigations,5(3), 79-91.
Scrivener, J. (2014). Demand-high teaching. The European Journal of Applied Linguistics and TEFL, 3(2), 47-59.
Shirinbakhsh, S., & Saeidi, F. (2018). The effectiveness of Telegram for improving students' reading ability. Journal of Applied Linguistics and Language Research, 5(4), 118-129.
Singman, C. (2012). The effectiveness of social media activities on Taiwanese undergraduate EFL grammar achievement. [ Unpublished doctoral dissertation]. University of Kansas, United States.
Sneha, J. M., & Nagaraja, G. S. (2013). Virtual learning environments: A survey. International Journal of Computer Trends and Technology (IJCTT), 4(6), 1705-1709.
Stiller, K. D., & Schworm, S. (2019). Game-based learning of the structure and functioning of body cells in a foreign language: Effects on motivation, cognitive load, and performance. Frontiers in Education, 4, 1-19.
Stockwell, G., & Hubbard, P. (2013). Some emerging principles for mobile-assisted language learning. The International Research Foundation for English Language Education. http://www.tirfonline.org/english-in-the-workforce/ mobile-assisted-language-learning
Thomas, M. (2013). Teachers’ beliefs about classroom teaching: Teachers’ knowledge and teaching approaches. Procedia-Social and Behavioral Sciences, 89, 31-39.
Wanger, E. D., & Wilson, P. (2005). Disconnected: Why learning professional need to care about mobile learning. American Society for Training and Development, 59(12), 40-43.
Warschauer, M. (2000). Electronic literacies: Language, culture, and power in online education. Lawrence Erlbaum Associates.
Yanfen, L, & Yuqin, Z. (2010). A study of teacher talk in interactions in English classes. Chinese Journal of Applied Linguistics, 33(2), 76-86.
Vygotsky, L. (1978). Interaction between learning and development. Readings on the Development of Children, 23(3), 34-41. | ||
|
آمار تعداد مشاهده مقاله: 928 تعداد دریافت فایل اصل مقاله: 930 |
||