EFL Students’ Perceptions of Discussion-based Activities by Using Mobile Phone Technology
الموضوعات : نشریه زبان و ترجمه
Tahereh Khezrab
1
(Department of English Language, Varamin-Pishva Branch, Islamic Azad University, Tehran, Iran)
Reza Raissi
2
(Department of English Language, Varamin-Pishva Branch, Islamic Azad University, Tehran, Iran)
ندا Hedayat
3
(Department of English Language, Varamin-Pishva Branch, Islamic Azad University, Tehran, Iran)
الکلمات المفتاحية: reading strategies, Translation activities, EFL students’ perceptions, Mobile phone technologies, Online discussion-based activities,
ملخص المقالة :
During and after the COVID-19 pandemic, people helped each other to change conditions in theirsocial lives to be alive. During these periods, the educational system followed some ways to changethe pedagogical methods to present instructional assistance with the use of some mobile devices. Concerningthis necessity, the priority of launching online education was high on the agenda in Iran andthroughout the world. Regarding this condition, the most available device for every student to receivethis type of instruction was a mobile phone set. Thus, the present study was to find the Iranian EFLuniversity students' perceptions of the use of mobile phone technologies for online discussion-basedactivities. In this qualitative study, the researchers used convenience sampling, and out of 99 Lawstudents from two Iranian universities, 10 students were selected as participants. To obtain therequired data, semi-structured interviews were held with participants to find the objective of thisstudy. Qualitative results for semi-structured interviews demonstrated that Islamic Azad Universitystudents reflected their interest in conducting comparative or discussion-based translation activities todevelop reading comprehension skills of legal texts based on cooperative and collaborative readingstrategies in online discussion classes. The findings of the study can be useful for administrativeexecutives in the Ministry of Science, Research and Technology to revise their curriculum, universityteachers to use the results of the study in their syllabuses and EFL university students in differentfields of study, particularly Law students, to use the findings in their learning procedure based ononline discussion-based instruction and use of mobile phone technologies
Adjin-Tettey, Th. D., Selormey, D., & Nkansah H. A. (2022). Ubiquitous technologies and learning: Exploring perceived academic benefits of social media among undergraduate students. International Journal of Information and Communication Technology Education, 18(1), 1-16. https://doi.org/10.4018/IJICTE.286758
Ahmad, T. (2019). Undergraduate mobile phone use in the Caribbean: Implications for teaching and learning in an academic setting. Journal of Research in Innovative Teaching & Learning, 13 (2), 191-210. https://doi.org/10.1108/JRIT-01-2019-0001
Ahmed, A. A. A., Sayed , B. Th., Wekke , I. S., Widodo, M., Rostikawati, D., Ali, M. H., Abdul Hussein , H. A., & Azizian, M. (2022). An empirical study on the effects of using Kahoot as a game-based learning tool on EFL learners’ vocabulary recall and retention. Hindawi Education Research International, 1-10. https://www.hindawi.com/journals/edri/2022/9739147/
Aisyah, R. N., Setiawan, S., & Munir, A. (2021). Technological Pedagogical Content Knowledge (TPACK) in action: Unraveling Indonesian English as a foreign language teachers’ TPACK by implementing Telegram. Computer Assisted Language Learning Electronic Journal (CALL-EJ), 22(3), 17-32. http://callej.org/journal/22-3/Aisyah-Setiawan-Munir2021.pdf
Al-Jarf, R. (2022). Blogging about the Covid-19 pandemic in EFL writing courses. Journal of Learning and Development Studies (JLDS), 2(1), 1-8. https://doi.org/10.32996/jlds.2022.2.1.1
Altameemy, F. (2017). Mobile phones for teaching and learning: Implementation and students’ and teachers’ attitudes. Journal of Educational Technology Systems, 45(3), 436-451. https://doi.org/10.1177/0047239516659754
Amiruddin (2022). The influence of SQ3R technique and students' reading interest toward students' reading comprehension achievement. Journal of Social Work and Science Education, 3(1), 60-66. https://ejournal.karinosseff.org/index.php/jswse/article/view/273/246
Ary, D., Jacobs, L. Ch., & Sorensen, Ch. (2010). Introduction to research in education (8th ed.). Wadsworth, Cengage Learning.
Bekereci-Şahin, M. (2022). Investigating translation courses at an undergraduate EFL teacher education program: Views of instructors and preservice teachers. European Journal of English Language Teaching, 7(1), 31-45. http://dx.doi.org/10.46827/ejel.v7i1.4114
Bećirović, S., Dubravac, V., & Brdarević-Čeljo, A. (2022). Cooperative learning as a pathway to strengthening motivation and improving achievement in an EFL classroom. SAGE Open, 12(1), 1-13. https://doi.org/10.1177/21582440221078016
Bermillo, J. E., & Metro, V. L. T. (2022). Collaborative strategic reading on students' comprehension and motivation. European Journal of English Language Teaching, 7(1), 71-103. https://oapub.org/edu/index.php/ejel/article/download/4148/6782
Boridani, E. (2019). The use of mobile applications in EFL classrooms: Teachers’ attitudes and challenges (Master’s thesis). https://ganj.irandoc.ac.ir/viewer/a19806362f9945aba18d7f5305837b9e
Bruffee, K. A. (1993). Collaborative learning: Higher education, interdependence, and the authority of knowledge. Johns Hopkins University Press.
Cabello, P. A. R. (2018). I’d die without it: A study of Chilean teenagers’ mobile phone use in school (Doctoral dissertation, University of Bristol). https://research-information.bris.ac.uk/ws/portalfiles/portal/214646241/PhD.Paulina.Ruiz_dissertation_final.pdf
Cao, D. (2010). Legal translation translating legal language. In M. Coulthard, & A. Johnson. (Eds.), The Routledge handbook of forensic linguistics (pp. 106-120). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203855607-16/legal-translation-translating-legal-language-deborah-cao
Chen, Ch.-M., Li, M.-Ch., & Chen, Y.-T. (2022). The effects of web-based inquiry learning mode with the support of collaborative digital reading annotation system on information literacy instruction. Computers & Education,179, 1-22. https://doi.org/10.1016/j.compedu.2021.104428
Clarke, V., & Braun, V. (2013). Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26 (2), 120-123. https://www.researchgate.net/publication/269928387_Teaching_thematic_analysis_Overcoming_challenges_and_developing_strategies_for_effective_learning
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications, Inc.
Creswell, J., & Piano Clark, V. (2007). Designing and conduction mixed methods research. Sage Publication.
Dakir, El Iq Bali, M. M., Zulfajri, Muali, Ch., Baharun, H., Ferdianto, D., & Al-Farisi, M. S. (2021). Design seamless learning environment in higher education with mobile device. Journal of Physics: Conference Series,1899 (1), 1-5. https://doi.org/10.1088/1742-6596/1899/1/012175
Davidovitch, N., & Yavich, R. (2018). Usage of mobile phone applications and its impact on teaching and learning. International Journal of Higher Education, 7(1), 1-9.
Dias, L., & Victor, A. (2022). Teaching and learning with mobile devices in the 21st century digital world: Benefits and challenges. European Journal of Multidisciplinary Studies, 7(1), 26-34. https://revistia.com/files/articles/ejms_v7_i1_22/Dias.pdf
Ezzy, D. (2002). Qualitative analysis: Practice and innovation. Allen & Unwin.
Garcia, R. C. (2018). The role of information and communication technology in secondary schools (Doctoral dissertation, Office of Graduate and Professional Studies of Texas A & M University). https://core.ac.uk/download/pdf/187123396.pdf
Gotti, M. (2016). The translation of legal texts: Interlinguistic and intralinguistic perspectives. ESP Today, 4(1), 5-21. http://www.esptodayjournal.org/pdf/current_issue/3.6.2016/MAURIZIO-GOTTI-full-text.pdf
Hantla, B. F. (2014). The effects of flipping the classroom on specific aspects of critical thinking in a Christian college: A quasi-experimental, mixed-methods study (Doctoral dissertation). ProQuest Dissertations and Theses database. (UMI No. 3581138).
Hongsuchon, T., El Emary, I. M. M., Hariguna, T., Qhal, E. M. A. (2022). Assessing the Impact of Online-Learning Effectiveness and Benefits in Knowledge Management, the Antecedent of Online-Learning Strategies and Motivations: An Empirical Study. Sustainability, 14(5), 1-16. blob:https://www.proquest.com/9ff0da87-088b-4e72-9b18-18ad5ebd9818
Ismayilli Karakoç, A., Ruegg, R., & Gu, P. (2022). Reading requirements in first-year undergraduate courses. Journal of English for Academic Purposes, 55, 1-12. https://doi.org/10.1016/j.jeap.2021.101071
Krejcie R. V., & Morgan, D. W. (1970). Determining sample size for research activities. Educational and Psychological Measurement, 30(3), 607-610.
Lai, X., & Wong, K.-W. (2022). Collaborative versus individual problem solving in computational thinking through programming: A meta-analysis. British Journal of Educational Technology,53(1), 150-170.
https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13157
Li, J., & Mak, L. (2022). The effects of using online collaboration tool on college students' learning of academic writing skills. System, 105,1-14. https://doi.org/10.1016/j.system.2021.102712
Lin, V., Yeh, H.-C., & Chen, N.-S. (2022). A systematic review on oral interactions in robot-assisted language learning. Electronics,11(290), 1-37. https://doi.org/10.3390/electronics11020290
Liu, Y. (2011). Solving the puzzle of mobile learning adoption (Doctoral dissertation, Åbo Akademi University). https://core.ac.uk/download/pdf/39940233.pdf
Liu, S., Hu, T., Chai, H., Su, Zh., & Peng, X. (2022). Learners' interaction patterns in asynchronous online discussions: An integration of the social and cognitive interactions, 53(1), 23-40. https://bera-journals.onlinelibrary.wiley.com/doi/epdf/10.1111/bjet.13147
Lyken-Segosebe, D., Gamariel, G., & Bagai, K. (2022). Boundary crossing for education continuity: Exploring WhatsApp's potential in Botswana during and beyond the Pandemic. International Journal of Interactive Mobile Technologies (iJIM), 16(2), 59-81. https://doi.org/10.3991/ijim.v16i02.27283
Maghsoudi, M., & Mirzaeian, V. (2020). Machine versus human translation outputs: Which one results in better reading comprehension among EFL learners? The JALT CALL Journal, 16(2), 69-84. https://doi.org/10.29140/jaltcall.v16n2.342
Martin, J. C. (2019). Mobile technology and classroom relationships (Doctoral dissertation, University of Kentucky). https://uknowledge.uky.edu/comm_etds/87/
Memon, A., Akhtar, N., & Hussain, S. Q. (2022). Developing public college students reading comprehension skills through communicative language teaching method: An experimental study. Psychology and Education, 59(1), 397-407.
http://psychologyandeducation.net/pae/index.php/pae/article/view/7191/5843
Mishra, P., & Koehler, M., J. (2008, March). Introducing technological pedagogical content knowledge. Annual Meeting of the American Educational Research Association, New York. https://www.researchgate.net/publication/242385653_Introducing_Technological_Pedagogical_Content_Knowledge/link/00b4953038a577f993000000/download
Mulatu, E., & Regassa, T. (2022). Teaching reading skills in EFL classes: Practice and procedures teachers use to help learners with low reading skills. Cogent Education, 9(1), 1-18. https://doi.org/10.1080/2331186X.2022.2093493
Oliaei, S., Zamanian, M., Mirza Suzani, S., & Afraz, Sh. (2022). Impact of personal response system (PRS) on Iranian EFL learners’ performance, class communication and comfort level. International Journal of Foreign Language Teaching and Research, 10(40), 189-198.
http://jfl.iaun.ac.ir/article_686866_2f0cbf9ca87c93be49ccf718c208ead0.pdf
Oxford, R. L. (1997, 2011). Cooperative learning, collaborative learning, and interaction: Three communicative strands in the language classroom. The Modern Language Journal, 81(4), 443–456. https://doi.org/10.1111/j.1540-4781.1997.tb05510.x
Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. https://doi.org/10.19173/irrodl.v12i2.791
Polloway, E. A., Patton, J. R., & Serna, L. (2001). Strategies for teaching learners with special needs (7th ed.). Merrill / Prentice Hall.
Raissi, R., Beiki, M., & Gharagozloo, N. (2020). The effect of collaborative versus cooperative pre-writing task on writing ability of Iranian EFL learners. The Asian EFL Journal, 27(3.1), 76-105. https://www.researchgate.net/profile/Neda-Gharagozloo/publication/351350978_The_Effect_of_Collaborative_versus_Cooperative_Pre-writing_Task_on_Writing_Ability_of_Iranian_EFL_Learners/links/6092d994299bf1ad8d7d76d6/The-Effect-of-Collaborative-versus-Cooperative-Pre-writing-Task-on-Writing-Ability-of-Iranian-EFL-Learners.pdf
Raman, A., Thannimalai, R., Rathakrishnan, M., & Ismail, S. N. (2022). Investigating the influence of intrinsic motivation on behavioral intention and actual use of technology in Moodle platforms. International Journal of Instruction, 15(1), 1003-1024. https://www.e-iji.net/dosyalar/iji_2022_1_57.pdf
Ratminingsih, N. M., Adi Ana I. K. T., Fatmawan, A. R., Artini, L. P., & Padmadewi, N. N. (2022). WhatsApp implementation on pedagogical content courses during COVID-19 pandemic: Students' learning activities and perception. Kasetsart Journal of Social Sciences,43, 238-244. https://so04.tci-thaijo.org/index.php/kjss/article/view/257021/174406
Ramos, F. P. (2014). Legal translation studies as interdiscipline: Scope and evolution. Meta: journal des traducteurs/Meta: Translators’ Journal, 59(2), 260-277. https://doi.org/10.7202/1027475ar
Rasulova, M. (2022). Implicating task-based learning in teaching legal English. Eurasian Journal of Social Sciences, Philosophy and Culture, 2(2), 55-62.
Salazar, A. R. C. (2022). Implementing cognate identification strategies to improve law students’ proficiency in legal English reading comprehension tasks. https://repositorio.uc.cl/xmlui/bitstream/handle/11534/64324/Implementing%20Cognate%20Identification%20Strategies%20-%20Alberto%20Catal%C3%A1n.pdf?sequence=1
Sergeeva, N. N., & Bazueva, A. N. (2016). Classification of written translation skills for English legal discourse. Language and Culture, 2(8), 83-89.
Scherer, R., Siddiq, F., & Sánchez Viveros, B. (2020). A meta-analysis of teaching and learning computer programming: Effective instructional approaches and conditions. Computers in Human Behavior, 109, 1-18. https://doi.org/10.1016/j.chb.2020.106349
Sulaiman, M. A. A., & Thakur, V. S. (2022). Effects of cooperative learning on cognitive engagement and task achievement: A study of Omani bachelor of education program EFL students. Arab World English Journal (AWEJ), 13(1), 38-55.
https://dx.doi.org/10.24093/awej/vol13no1.3
Tang, Y., & Hew, Kh. F. (2022). Effects of using mobile instant messaging on student behavioral, emotional, and cognitive engagement: A quasi-experimental study. International Journal of Educational Technology in Higher Education, 19 (3), 1-22. https://doi.org/10.1186/s41239-021-00306-6
Velykodska, O. (2018). Legal discourse: Text analysis and translation strategies. Comparative Legilinguistics: International Journal for Legal Communication, 34, 53-64. https://doi.org/10.14746/cl.2018.34.3
Vygotsky, L.S. (1962). Thought and language. MIT Press. https://doi.org/10.1037/11193-000 (Original work published 1934).
Waugh, J. N. (2021). The relationships of community college students' self-directed learning with their engagement and satisfaction (Doctoral dissertation, Grand Canyon University). https://www.proquest.com/openview/da05895ffe3d738b6dbfb5cf9440fa9f/1?pq-origsite=gscholar&cbl=18750&diss=y
Way, C. (2016). Translations: The challenges and opportunities of legal translation and translator training in the 21st century. International journal of communication, 10, 21. https://ijoc.org/index.php/ijoc/article/view/3580/1576
