Impact of Online Strategies-based Instruction on Iranian Advanced EFL Learners’ Speaking Scores
DOR: 20.1001.1.23223898.2021.9.36.2.8

Subject Areas :

Samira Abbasi ¹ , Azizeh Chalak ² , Hossein Heidari Tabrizi ³

1 - Department of English, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
2 - Department of English, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran
3 - Department of English, Islamic Azad University, Isfahan (Khorasgan) Branch, Isfahan, Iran

Received: 2020-08-10 Accepted : 2020-12-25 Published : 2021-07-01

Keywords: speaking ability, strategy instruction, online learning, Moodle, Social and affective strategies,

Abstract :

Enhancing speaking ability is an important component of the acquirement of a language. The innovative aspect of this study is improving speaking ability through online strategy-based instruction by applying the Moodle course management system as an instructional platform. To this end, a group of 80 Iranian female and male students at the advanced level participated in the treatment. Participants of the study were divided into four groups of 20. The subjects in experimental groups benefited from two particular instructional focuses of this study include social and affective strategies. In order to assess the effect of the treatment pre and posttests design were utilized. Consequently, the data were analyzed through One-Way ANOVAs and t-tests. The findings revealed that strategy treatment was successful in improving the participants’ speaking ability. Therefore, the findings suggest that online strategy-based instruction can positively influence the speaking ability of Iranian advanced EFL learners. In addition, a questionnaire from Kitchakarn (2015) was employed to understand students’ perceptions and attitudes toward computer-based learning. The statistical analysis of the questionnaire revealed positive attitudes of participants toward computer-based learning.This study may have pedagogical implications for material practitioners, CALL package designers and distance learning planners to include strategy instruction in English courses.

References:

Ahmadian, M., & Yadegari, H. R. (2009). The effects of extraversion/introversion on the use of strategic competence in written referential communication. IJAL, 12(1), 28-60.

Allen, D. (2004). Oxford placement test. Oxford: Oxford University Press.

Ameri-Golestan, A. (2012). Impact of task planning on IELTS task 1 writing GRA score. In First National Conference on Innovations and Challenges in English Language Pedagogy, IAU-Najafabad Branch, Isfahan, Iran.

British Broadcasting Corporation. (2019). Task-based speaking. Retrieved from  https://www. teachingenglish.org.uk/article/task-based-speaking

Baker, L. (2002). Metacognition in comprehension instruction. In C. Block, & M. Pressely (Eds.), Comprehension instruction: Research-based best practices (pp.77-95). New York : Guilford.

Block, C., & Pressley, M. (2007). Best practices in teaching comprehension. In L. Gambrell, L. Morrow, & M. Pressley (Eds.), Best practices in literacy instruction (pp. 220–242). New York: Guilford.

Bolliger, D. U., & Martin, F. (2018). Instructor and student perceptions of online student engagement strategies. Distance Education, 39(4), 568-583.

Canale, M. (2014). From communicative competence to communicative language pedagogy. In: J. Richards, R. Schmidht (Eds.), Language and Communication (pp. 14-40). New York: Routledge.

Canale, M., & Swain, M. (1980). Theoretical bases of communicative approaches to second language teaching and testing. Applied Linguistics, 1, 1–47.

Chamot, A. U. (2004). Issues in language learning strategy research and teaching. Electronic journal of foreign language teaching, 1(1), 14-26.

Cohen, A. D. (2011). Second language learner strategies. Handbook of research in second language teaching and learning, 2, 681-698.

Chou, Y. (2004). Promoting Learners’ Speaking Ability by Socio-affective Strategies. The Internet TESL Journal, 10(9).

Dörnyei, Z. (1995). On the teachability of communication strategies. TESOL Quarterly, 29(1), 55-85.

Dörnyei, Z. (2003). Attitudes, orientations, and motivations in language learning: Advances in theory, research, and applications. Language learning, 53(1), 3-32.

Ferris, D. R. (2011). Treatment of error in second language student writing (2nd ed.). Ann Arbor: The University of Michigan Press.

Griffiths, C., & Oxford, R. L. (2014). The twenty-first century landscape of language learning strategies: Introduction to this special issue. System, 43, 1-10.

Grabe, W. (2009). Reading in a second language: Moving from theory to practice. Cambridge: Cambridge University Press.

Hedge, T. (2000). Teaching and learning in the language classroom. Cambridge: Cambridge University Press.

Hengki, H., Jabu, B., & Salija, K. (2017). The effectiveness of cooperative learning strategy through an English village for teaching speaking skills. Journal of Language Teaching and Research, 8(2), 306-312.

Jones, N. (2002). Book Review: The development of a common framework scale of language proficiency. Language Testing, 19(2), 221-225.

Kitchakarn, O. (2015). EFL Learners' Attitudes towards Using Computers as a Learning Tool in Language Learning. Turkish Online Journal of Educational Technology-TOJET, 14(2), 52-58.

Matijašević-Obradović, H., Dragojlović, J., & Babović, S. (2017). The importance of distance learning and the use of Moodle educational platform in education. In Proceedings of Sinteza 2017: International Scientific Conference on Information Technology and Data Related Research (pp. 236–241). https://doi.org/10.15308/Sinteza-2017-236-241

Mendez, M. (2007). Developing speaking strategies. In M. Mendez & A. Marin (Eds.), Effects of strategy training on the development of language skills (pp. 73-102). Estado de Mexico: Pomares-UQROO.

Mendez, M. (2011). Speaking strategies used by BA ELT students in public universities in Mexico. MEXTESOL Journal,35(1), 580-598.

Moodle.(2019). About Moodle. Retrieved from https://docs.moodle.org/38/en/About_Moodle

Mugford, G. (2007). How rude! Teaching impoliteness in the second-language classroom. ELT Journal, 62(4), 374-384.

Nakatani, Y. (2005). The effects of awareness-raising training on oral communication strategy use. Modern Language Journal, 89 (1), 76-91.

Nation, I.S.P. (2008). Teaching vocabulary: Strategies and techniques. Boston: Heinle Cengage Learning.

Oxford, R. L. & Lin, C. (2011). Autonomous learners in digital realms: Exploring strategies for effective digital language learning. In B. Morrison (Ed.), Independent language learning: Building on experience, seeking new perspectives (pp.157-171). Hong Kong: Hong Kong University Press.

Oxford, R. L. (2016). Teaching and researching language learning strategies: Self-regulation in context. Routledge.

Piaget, J. (1964). Cognitive development in children: Piaget development and learning. Journal of research in science teaching, 2(3), 176-186.

Pylkin, A., Stroganova, O., Sokolova, N., & Pylkina, M. (2019, June). The Development of Information Technology and the Problem of Identity. In 2019 8th Mediterranean Conference on Embedded Computing (pp. 1-5). IEEE.

Reinders, H. (2018). Technology and Autonomy. The TESOL Encyclopedia of English Language Teaching, 1-5.

Ridgway, T. (2000). Listening strategies—I beg your pardon? ELT Journal, 54(2), 179–185.

Rubin, J. (1975). What the good language learner can teach us. TESOL Quarterly, 9(1), 41-51.

Sayer, P. (2005). An intensive approach to building conversation skills. ELT Journal, 59(1), 14-22.

Schwienhorst, K. (2003). Learner autonomy and tandem learning: Putting principles into practice in synchronous and asynchronous telecommunications environments. Computer assisted language learning, 16(5), 427-443.

Shi, H. (2017). Learning strategies and classification in education. Institute for Learning Styles Journal, 1(7), 24-54.

Srivastava, P. (2019). Advantages & Disadvantages of E-Education & E-Learning. Journal of Retail Marketing & Distribution Management, 2(3), 22-27.

Xiao, J. (2018). On the margins or at the center? Distance education in higher education. Distance Education, 39(2), 259–274.

Yaghoubi, J., Malek Mohammadi, I., Iravani, H., Attaran, M., & Gheidi, A. (2008). Virtual Students' Perceptions of e-Learning in Iran. Online Submission, 7(3).

Zarei, A. A., & Abbasi, S. (2013). L2 idiom learning in the context of distance learning: a focus on textual and pictorial glossing and hyperlink. International Journal of Language Learning and Applied Linguistics World, 4(2), 275-284.

Zarei, A. A., & Hashemipour, M. (2015). The effect of computer-assisted language instruction on improving EFL learners’ autonomy and motivation. Journal of Applied Linguistics, 1(1), 40-58.