Iranian and Turkish EFL Professors’ Perceptions of the (De)merits of Virtual Learning Platforms: Issues Related to Instruction, Assessment, and Resources
الموضوعات :
Shirin Akbarzadeh
1
(Department of English Language, Urmia University, Urmia, Iran)
Parviz Alavinia
2
(Department of English Language, Urmia University, Urmia, Iran)
Mehdi Sarkhosh
3
(Department of English Language, Urmia University, Urmia, Iran)
الکلمات المفتاحية: instruction, Assessment, Materials/Resources, Virtual Learning Platforms,
ملخص المقالة :
A bulk of research has been done on the use of technology in language learning and the results have shown that multimedia and hypertext environments resulted in greater gains in language learning than more traditional environments. Prior to the Covid-19 pandemic, online education was given little importance in the educational system of different countries, including Iran and Turkey. Actually, previously there was no need for online education. However, in the pandemic situation, the need for online classes and their significance in language learning became more ubiquitous. Thus, in view of the paucity of research on perceptions toward the efficacy of virtual learning, particularly the sheer dearth of comparative work on the issue, the researchers in the current study intended to investigate the practicality of commonly used online platforms in Iran and Turkey, i.e. Adobe Connect and Zoom. To this end, a total of 10 EFL professors (5 Iranian and 5 Turkish) participated in the interview session to deeply investigate their attitudes on the platforms of Zoom and Adobe Connect as regards issues related to materials and resources, instruction, and assessment. As the results of the interview showed, both Turkish and Iranian university professors had similar ideas about the online platforms and they listed some merits such as easy access, attractiveness, and applicability for teaching and learning in Covid-19. Also, the demerits were low interaction and communication, being demotivating for not disciplined learners, and so on. In general, based on the participants’ points of view, both online platforms were useful in terms of materials and resources as well as instruction; however, they had less control over cheating on tests, in terms of assessment. Different parties such as teachers, syllabus designers, and materials developers will benefit from the outcomes of this study.
Balaaco, B., & Truscello, D. (1996). TESOL Technology: New Opportunities for Learning Styles and Strategies with Computers. TESOL Journal, 1, 1-25.
Burgin, X. D., Coli, S. C., & Daniel, M. C. (2022). Ecuadorian and Uruguayan teachers' perceptions and experiences of teaching online during COVID. International Journal of Comparative Education and Development. Available online at https://commons.lib.niu.edu/handle/10843/24329.
Beach, P. (2017). Self-directed online learning: A theoretical model for understanding elementary teachers’ online learning experiences. Teaching and Teacher Education, 61, 60-72.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Britain, S., & Liber, O. (2004). A framework for the pedagogical evaluation of e-learning environments. Educational Technology & Society, 2(1), 112-125.
Broadbent, J. (2017). Comparing online and blended learners’ self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24-32.
Cansoy, R. (2017). Teachers' Professional Development: The Case of WhatsApp. Journal of Education and Learning, 6(4), 285-293.
Canto, S., Jauregi, K., & van den Bergh, H. (2013). Integrating cross-cultural interaction through video communication and virtual worlds in foreign language teaching programs: Is there an added value? ReCALL: the Journal of EUROCALL, 25(1), 105.
Chen I. Y. L., Chen N. S., & Kinshuk (2009). Examining the Factors Influencing Participants' Knowledge sharing Behavior in Virtual Learning Communities. Educational Technology & Society, 12 (1), 134-148.
Coetzee, D., Fox, A., Hearst, M.A., & Hartmann, B. (2014). Should your MOOC forum use a reputation system? In Proc. conference on Computer supported cooperative work & social computing, (pp. 1176-1187). ACM Press.
Dörnyei, Z. (2007). Creating a motivating classroom environment. In International handbook of English language teaching (pp. 719-731). Springer, Boston, MA.
Doucet, A., Netolicky, D., Timmers, K., & Tuscano, F. (2020). Thinking about pedagogy in
an unfolding pandemic: An independent report on approaches to distance learning during
COVID-19 school closures. The work of education international and UNESCO.
https://issuu.com/educationinternational/docs/2020_research_covid19_eng?fr=sYTY3OTEwMzc2ODU
Dudeney, G., & Hockly, N. (2012). ICT in ELT: how did we get here and where are we going? ELT Journal, 66(4), 533-542.
Hasan, N., & Khan, N. H. (2020). Online teaching and learning during COVID-19
pandemic: students' perspective. The Online Journal of Distance Education and eLearning, 8(4), 202-213.
Hiltz, S. R. (1995). Teaching in a virtual classroom. International Journal of Educational Telecommunications, 1(2), 185-198.
Huang, S. Y., Kuo, Y. H., & Chen, H. C. (2020). Applying digital escape rooms infused with science teaching in elementary school: Learning performance, learning motivation, and problem-solving ability. Thinking Skills and Creativity, 37, 100681.
Kelly, N., & Antonio, A. (2016). Teacher peer support in social network sites. Teaching and Teacher Education, 56, 138-149. https://doi.org/10.1016/j.tate.2016.02.007
Mayer, R. E. (1997). Multimedia learning: Are we asking the right questions? Educational Psychologist, 32(1), 1-19.
Mollaei, F., & Riasati, M. J. (2013). Teachers’ perceptions of using technology in teaching EFL. International Journal of Applied Linguistics and English Literature, 2(1), 13-22.
O’neill, K., Singh, G., & O’donoghue, J. (2004). Implementing eLearning programs for higher education: A review of the literature. Journal of Information Technology Education: Research, 3(1), 313-323.
Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology/Revue canadienne de psychologie, 45(3), 255.
Paivio, A., & Desrochers, A. (1980). A dual-coding approach to bilingual memory. Canadian Journal of Psychology/Revue canadienne de psychologie, 34(4), 388.
Perignat, E., & Katz-Buonincontro, J. (2019). STEAM in practice and research: An integrative literature review. Thinking Skills and Creativity, 31, 31-43.
Pourhossein Gilakjani, D. (2018). Teaching pronunciation of English with computer technology: A qualitative study. International Journal of Research in English Education, 3(2), 94-114.
Purwati, D., & Khairunisa, K. (2022). EFL Students’ Perceptions of Online Learning using Zoom During Covid-19 Pandemic: A Case Study. Ainara Journal (Jurnal Penelitian dan PKM Bidang Ilmu Pendidikan), 3(3), 180-185.
Sadeghi, B., Rahmany, R., & Doosti, E. (2014). L2 teachers' reasons and perceptions for using or not using computer-mediated communication tools in their classroom. Journal of Language Teaching and Research, 5(3), 663.
Surkhali, B., & Garbuja, C. (2020). Virtual learning during COVID-19 pandemic: Pros
and Cons. Journal of Lumbini Medical College, 8(1), 1-2.
Şendurur, E., & Yildirim, Z. (2018). Development of metacognitive skills inventory for internet search (MSIIS): Exploratory and confirmatory factor analyses. Elementary Education Online, 17(4).
Sousa, M. J., & Rocha, Á. (2019). Strategic knowledge management in the digital age. JBR special issue editorial.
Tahriri, A., Azim Dokht, Z., & Derakhshan, O. (2013). An Investigation into EFL Instructors’ Attitudes towards Using Instructional Technology in Language Classes: A Case Study. Research Journal of Applied Sciences, Engineering, and Technology, 5(14), 3741-3750.
Thuneberg, H. M., Salmi, H. S., & Bogner, F. X. (2018). How creativity, autonomy, and visual reasoning contribute to cognitive learning in a STEAM hands-on inquiry-based math module. Thinking Skills and Creativity, 29, 153-160.
Tseng, W. T., Liou, H. J., & Chu, H. C. (2020). Vocabulary learning in virtual environments: Learner autonomy and collaboration. System, 88, Article 102190.
Vai, M., & Sosulski, K. (2016). Assessing online discussion forum participation. In Essentials of Online Course Design: A Standards-Based Guide (Vol. 9, No. 5, pp. xi-xiii). New York: Macmillan
van Bommel, J., Randahl, A.-C., Liljekvist, Y., & Ruthven, K. (2020). Tracing teachers’ transformation of knowledge in social media. Teaching and Teacher Education, 87, Article 102958.
Wang, C. P., Lan, Y. J., Tseng, W. T., Lin, Y. T. R., & Gupta, K. C. L. (2019). On the effects of 3D virtual worlds in language learning–a meta-analysis. Computer Assisted Language Learning, 1-25
Warschauer, M. (2009). Learning to write in the laptop classroom. Writing & Pedagogy, 1(1), 101-112.
Yukselturk, E. (2010). An investigation of factors affecting student participation level in an online discussion forum. Turkish Online Journal of Educational Technology 9(2), 24-32.
