Effects of Immersive Learning and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency of Iranian EFL Learners with Expressive Language Disorder
Subject Areas :
Mojgan Khaki
1
(
Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
)
Hossein Heidari Tabrizi
2
(
Department of English, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
)
Sajad Shafiee
3
(
English Department, Shahrekord Branch, Islamic Azad University, Shahrekord, Iran
)
Keywords: Oral fluency, EFL learners, Oral accuracy, expressive language disorder, oral complexity,
Abstract :
The CTML served as the primary source of motivation for this investigation, which explored the effects of Immersive Learning (IL) and Communicative Language Teaching on the Oral Complexity, Accuracy, and Fluency (CAF) of Iranian EFL learners with Expressive Language Disorder (ELD). Using a quasi-Solomon four-group design, the participants, who were all Iranian pre-intermediate EFL learners with mild to moderate levels of ELD, were separated into experimental and control groups. There were a total of 36 participants in this study. The intervention consisted of virtual reality (VR) authoring eighty speech exercises in the form of learning chunks for twenty sessions lasting seventy minutes each. In the groups that served as controls, the content was presented using a method known as Communicative Language Teaching (CLT). Both the pre-test and the post-test were conducted orally using the CAF test. In terms of oral complexity (syntactic complexity and diversity), oral accuracy (error-free sentences and accurate verb forms), and oral fluency (number of vocally generated syllables), the findings revealed that individuals who received IL fared better than their counterparts in the CLT group. The findings may have important implications for teaching English as a foreign language and for rehabilitative education.
Bailenson, J. (2018). Experience on demand: What virtual reality is, how it works, and what it can do. WW Norton & Company.
Bava Harji, M., & Gheitanchian, M. (2017). Effects of multimedia task-based teaching and learning approach on EFL learners' accuracy, fluency and complexity of oral production. Turkish Online Journal of Educational Technology-TOJET, 16(2), 25-34.
Cockrell, H. (2021). Learning disabilities & disorders definition, facts, its effects & more: learning disabilities and related disabilities. Independent Publication.
Cook, A. M., & Polgar, J. M. (2014). Assistive technologies: principles and practice. Elsevier.
Frehlich, C. (2020). Immersive learning: A practical guide to virtual reality's superpowers in education. Rowman & Littlefield Publishers.
Gathercole, S. E., & Baddeley, A. D. (2014). Working memory and language. Psychology Press.
Green, J. L. (2021). Assistive technology in special education: Resources to support literacy, communication, and learning differences. Routledge.
Greengard, S. (2019). Virtual reality. MIT Press.
Hashemifardnia, A., Shafiee, S., Esfahani, F. R., & Sepehri, M. (2021). Effects of massive open online course (MOOC) on Iranian EFL learners' speaking complexity, accuracy, and fluency. Computer-Assisted Language Learning Electronic Journal (CALL-EJ), 22(1), 56-79.
Hill, C., & Parry, K. (2014). From testing to assessment: English an international language. Cambridge.
Housen, A., Kuiken, F., & Vedder, I. (2012). Complexity, accuracy and fluency: Dimensions of L2 performance and proficiency. John Benjamins.
Kaplan-Rakowski, R., & Gruber, A. (2022). The impact of high-immersion virtual reality on foreign language anxiety when speaking in public. TechTrends, 24(6), 56-69. https://doi.org/10.1007/s11528-022-00717-w
Kapp, K. M., & Defelice, R. A. (2019). Microlearning: Short and sweet. American Society for Training and Development.
Kecskes, I., & Nde Papp, T. (2000). Foreign language and mother tongue. Psychology Press.
Lan, Y. J., & Grant, S. (2021). Contextual language learning: real language learning on the continuum from virtuality to reality. Springer Nature.
Larsen-Freeman, D. (2009). Adjusting expectations: The study of complexity, accuracy, and fluency in second language acquisition. Applied linguistics, 30(4), 579-589. https://doi.org/10.1093/applin/amp043
Maniam, M., & Kesevan, H. V. (2016). Mother tongue syntactical influence in a ESL class. International Journal of Language and Linguistics, 3(3), 46-50.
Mayer, R. E. (2009). Multimedia Learning. Cambridge.
Mohammad, T. (2015). Phonological, morphological and syntactical influences of mother tongue on Arab learners. English Review: Journal of English Education, 4(1), 54-65.
Molnar, C. (2020). Interpretable machine learning. Lulu Press.
Nasri, M., & Sepehri, M. (2022). An account of Iranian EFL learners' speaking complexity, accuracy, and fluency and foreign language speaking anxiety in a computer-assisted language learning environment. Computer-Assisted Language Learning, 23(2), 299-321.
Norris, J. M., & Ortega, L. (2009). Towards an organic approach to investigating CAF in instructed SLA: The case of complexity. Applied linguistics, 30(4), 555-578.
Roettl, J., & Terlutter, R. (2018). The same video game in 2D, 3D or virtual reality–How does technology impact game evaluation and brand placements?. Plos One, 13(7), 200-217. https://doi.org/10.13712Fjournal.pone.0200724
Sabry, F. (2022). Virtual reality: Taking the concept of augmented reality to the next level by creating a fully computer-generated simulation of a different world. One Billion Knowledge.
Schunk, D. H. (2012). Learning theories an educational perspective. Pearson Education.
Shapiro, L. (2019). Embodied cognition. Routledge.
Spring, R. (2020). Can video-creation project work affect students' oral proficiency? An analysis of fluency, complexity and accuracy. TESL-EJ, 24(2), 25-36.
Tashakkori, A., Johnson, R. B., & Teddlie, C. (2020). Foundations of mixed methods research: Integrating quantitative and qualitative approaches in the social and behavioral sciences. Sage Publications.
Thomas, L. (2021). Manual of cognitive treatment for adults: Simple speech solutions. Newman Springs.
Van Engelenburg, B. (1999). Statistical analysis for the solomon four-group design. OMD Research, 14(2), 1-37.
Vercellotti, M. L. (2012). Complexity, accuracy, and fluency as properties of language performance: The development of the multiple subsystems over time and in relation to each other. Pittsburgh Publication.
Weinbaum, C., Landree, E., Blumenthal, M. S., Piquado, T., & Gutierrez, C. I. (2018). Ethics in scientific research: An examination of ethical principles and emerging topics. Routledge.
York, J. (2019). Language learning in complex virtual worlds: Effects of modality and task complexity on oral performance between the virtual world and face-to-face tasks. University Press.
Westwood, P. (2017). Learning disorders: A response-to-intervention perspective. Taylor and Francis.
Yin, Y., Sun, J., Liu, Y., Wang, H., & Jing, P. (2023). The cognitive load of observation tasks in 3D video is lower than that in 2D video. Arxive, 19(3), 302-319. https://doi.org/10.48550/arXiv.2302.12968
Yudintseva, A. (2023). Virtual reality affordances for oral communication in English as a second language classroom: A literature review. Computers & Education: X Reality, 2(9), 100-118.
Zariski, R. (2014). World of Warcraft as a medium for intermediate-level English language acquisition: Leveling up accuracy, fluency, and lexical complexity. Victoria Publication.