On the Effect of E-Portfolio and MALL-Oriented Recast on EFL Learners’ Grammatical Knowledge
محورهای موضوعی : Journal of Studies in Learning and Teaching English
سهراب عزیزی
1
,
Leila Akbarpour
2
,
Firooz Sadighi
3
1 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Department of English Language, Shiraz Branch, Islamic Azad University, Shiraz, Iran
3 - islamic azad university
کلید واژه: E-portfolio, MALL Recast, Grammatical Knowledge ,
چکیده مقاله :
The current study was done to assess the effect of using e-portfolio and MALL-oriented recast on Iranian English language teaching B.A. students. To do the study, 200 English language students of Islamic Azad University of Shiraz were selected to participate in the study. Initially, the Quick Oxford Placement Test was run to check their homogeneity, and based on the scores 120 students were chosen as the main participants of the research and were later divided into 3 groups, 38-45 participants in each. Then, a pre-test of grammar was administered to the participants (N= 120) of the three groups to reveal their grammatical knowledge before the treatment. Then, the 45 participants of the control group utilized conventional methods of grammar, the participants of the first experimental group (N=38) utilized e-portfolio and the participants of the second experimental group (N=37) utilized MALL-oriented recast to enhance their grammatical knowledge. Finally, a post-test of grammar was administered to the participants of the three groups. The results of the paired samples t-test showed that e-portfolios and MALL-oriented recast significantly enhance the grammatical knowledge of Iranian students. Furthermore, the findings showed that there was a significant difference between the effects of using the strategies on Iranian English language teaching B.A. students. The results of the study assist the students in enhancing their grammatical knowledge in the process of foreign language learning.
The current study was done to assess the effect of using e-portfolio and MALL-oriented recast on Iranian English language teaching B.A. students. To do the study, 200 English language students of Islamic Azad University of Shiraz were selected to participate in the study. Initially, the Quick Oxford Placement Test was run to check their homogeneity, and based on the scores 120 students were chosen as the main participants of the research and were later divided into 3 groups, 38-45 participants in each. Then, a pre-test of grammar was administered to the participants (N= 120) of the three groups to reveal their grammatical knowledge before the treatment. Then, the 45 participants of the control group utilized conventional methods of grammar, the participants of the first experimental group (N=38) utilized e-portfolio and the participants of the second experimental group (N=37) utilized MALL-oriented recast to enhance their grammatical knowledge. Finally, a post-test of grammar was administered to the participants of the three groups. The results of the paired samples t-test showed that e-portfolios and MALL-oriented recast significantly enhance the grammatical knowledge of Iranian students. Furthermore, the findings showed that there was a significant difference between the effects of using the strategies on Iranian English language teaching B.A. students. The results of the study assist the students in enhancing their grammatical knowledge in the process of foreign language learning.
AbuSa'aleek, A. O. (2014). A review of emerging technologies: Mobile assisted language learning (MALL). Asian Journal of Education and E-learning, 2(6), 469- 475.
Aghazedeh, Z. & Soleimani, M. (2020). The effect of e- portfolio on EFL learners' writing accuracy, fluency and complexity. The Reading Matrix: An International Online Journal, 20(2), 182- 199.
Akbari, F. Z., & Seyed Erfani, Sh. (2018). The effect of Wiki and eportfolio on writing skill of Iranian intermediate EFL learners. International Journal of Applied Linguistic and English Literature, 7(3), 170-180. Doi: 10.7575/aiac.ijalel.v.7n.3p.170.
Akçıl, U., & Arap, I. (2009). The opinions of education faculty students on learning process involving e-portfolios. Procedia Social and Behavioral Sciences, 1, 395-400. doi: 10.1016/j.sbspro.2009.01.071.
Alemi, M., Sohrab, M. R. A., & Lari, Z. (2012). Successful learning of academic word list via MALL: Mobile assisted language learning. International Education Studies, 5(6), 99-109. http//doi.org/10.5539/ies.v5n6p99.
Alwraikat, M. (2012). Graduate students’ attitudes towards the use of electronic-portfolios in the College of Educational Sciences at the University of Jordan. International Journal of Humanities and Social Science, 2(12), 154-163.
Amirian, S. M. R., & Abbasi, S. (2014). The effect of grammatical consciousness-raising tasks on Iranian EFL learners’ knowledge of grammar. Procedia-social and Behavioral Sciences, 98, 251-257.
Ayu, M. (2020). Online learning: Leading e-learning at higher education. The Journal of English Literacy Education, 7(1), 47- 54.
Babaee, M. (2012). E- Portfolio in social media for facilitating language learning. The International Journal of Language, Culture and Society, 35, 29- 35.
Babaee, M., & Tikoduadua, M. (2013). E‐portfolios: A new trend in formative writing assessment. International Journal of Modern Education Forum (IJMEF), 2(2), 49-56.
Bakkar, N., & Al-Bassam, M. (2001). The e-portfolio is a mean of educational innovation in the twenty 21st century. Journal of Educational Sciences, 2, 143-164.
Barrot, J. S. (2018). Using the sociocognitive-transformative approach in writing classrooms: Effects on L2 learners' writing performance. Reading and Writing Quarterly, 34, 187-201.doi: 10.1080/10573569.2017.1387631
Butler-Pascoe, M. E., & Weinberg, K. W. (2003). Technology and teaching English language learners. Boston, MA: Allyn and Bacon.
Cakmac, F. (2019). Mobile learning and mobile assisted language learning in focus. Language and Technology, 1(1), 30- 48.
Chau, J., & Cheng, G. (2010). Eportfolio, technology and learning: A reality check. Journal of Interactive Learning Research, 21, 465- 481.
Chen, I. J., & Zhang, C. C. (2011). Content presentation modes in mobile listening tasks: English proficiency as a moderator. Computer Assisted Language Learning, 24, 451-470.
Cheng, S. C., Hwnag, W. Y., Wu, S. Y., Shadiev, R., & Xie, C. H. (2010). A mobile device and online system with conceptual familiarity and its effects on English learning on campus. Educational Technology and Society, 13(3), 93-109. http//doi:.org/10.1109/digital.2010.57
Crompton, H. (2013). A historical overview of mobile learning: Toward learner-centered education. In Z. L. Berge, & L. Y. Muilenburg, (Eds.), Handbook of mobile learning. New York: Routledge, 3–14.
DiBiase, D. (2002). Using e-portfolios at Penn State to enhance student learning. Retrieved from https://www.e-education.psu.edu/files/e-port_report.pdf
Dolati, I., & Mikaili, P. (2011). Opinions related to the main reasons on Iranian Students’ difficulties in Spoken English proficiency. Australian Journal of Basic and Applied Sciences, 5(11), 1142-1148.
Elango, R., Gudep, V. K., & Selvam, M. (2008). Quality of e-Learning: An analysis based on e-learners' perception of e-learning. The Electronic Journal of E-learning, 6(1).
Elhami, A., & Roshan, A. (2016). Types of recasts (full and partial) and grammatical structures by basic level Iranian EFL learners. International Journal of English Linguistics, 6(3), 176- 184.
Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition, 28, 339-368. http://dx.doi.org/10.1017/s0272263106060141
Fallahkhair, S., Pemberton, L., & Griffiths, R. (2007). Development of a cross-platform ubiquitous language learning service via mobile phone and interactive television. Journal of Computer Assisted Learning, 23, 321-325.
Fang, L. (2007). Perceiving the useful, enjoyable and effective: A case study of the e ‐learning experience of tertiary students in Singapore. Educational Media International, 44(3).
Gass, S. M., & Selinker, L. (2008). Second language acquisition (3rd ed.). New York. NY: Routledge.
Georgiev, T., Georgieva, E., & Smrikarov, A. (2004). M-learning: a new stage of e-learning. Proceedings of the 5th International Conference on Computer Systems and Technologies (pp.1-7). Rousse, Bulgaria: ACM.
Goldsmith, D. J. (2007). Enhancing learning and assessment through e-portfolios: A collaborative effort in Connecticut. New Directions for Student Services, 119, 31-42. doi: 10.1002/ss.247.
Gonzalez, J. A. (2009). Promoting students autonomy through the use of the European Language Portfolio. ELT Journal, 63(4), 373-382.doi:10.1093/elt/ccno59.
Gray, L. (2008). Effective practice with e-portfolios. JISC, 5-40.
Huang, Y. M., Hwang, W. Y., & Chang, K. E. (2010). Guest editorial – innovations in designing mobile learning applications. Educational Technology & Society, 13(3), 1–2.
Ismail, H. (2005). Perceptions of students of the college of education at the University of Qatar toward their use of e-portfolio in learning. The 10 Scientific conferences on e-learning technology and overall quality. The Egyptian Society for Technology in Education, College of Education, Ain Shams University, 5-7.
Joseph, S., & Ather, M. (2009). Mobile devices for language learning: Multimedia approach. Research and Practice in Technology Enhanced Learning, 4, 7-32.
Kalati, E. A. (2013). Ezat Amirbakzadeh Kalati MA TESOL 2013 United Kingdom Bio statement: 1. BA TEFL, ranked 1st. Azad University of Mashhad, Foreign Language 2. MA TESOL, University of Bath, Department of Education. United Kingdom Mobile Assisted Language Learning A. Ma TESOL, 1- 22.
Karami, S., Sadighi, F., Bagheri, M. S., & Riasati, M. J. (2018). The potential impact of the application of electronic portfolio on Iranian EFL learners' writing performance seeking their gender role. Cogent Social Sciences, 4, 1-17. Doi: 10.1080/23311886.2018.1562509.
Kasworm, C. (2011). The influence of the knowledge society: trends in adult higher education. Journal of Continuing Higher Education, 59.
Kavaliauskiene, G. (2004). Quality assessment in teaching English for specific purposes. Retrieved from http://esp-world.info/Articles
Khodashenas, M. R., & Rakhshi, F. (2017). The effect of electronic portfolio assessment on writing performance of Iranian EFL learners. International Journal of Research in English Education, 2(3), 67-77. Doi: 10.18869/acadpub.ijree2.307
Khubyari, L., & Narafshan, M. H. (2016). A study on the impact of MALL (Mobile Assisted Language Learning) on EFL learners' reading comprehension. International Journal of Language Teaching, 4(2), 58-69. http//www.eajournal.org.
Kukulska-Hulme, A., & Shield, L. (2008). An overview of mobile assisted language learning: From content delivery to supported collaboration and interaction. ReCALL, 20, 271-289.
Kukulska-Hulme, A., & Traxler, J. (Eds.) (2005). Mobile learning: A handbook for educators and trainers. Abingdon: Routledge.
Lorenzo, G., & Ittelson, J. (2005). An overview of e-portfolios. Educause Learning Initiative, 1-27.
Moghari, H. M., & Marandi, S. S. (2017). Triumph through texting: Restoring learners' interest in grammar. ReCALL, 29(3), 357-372. http//doi.org/10.1017/s0958344017000167
Morchid, N. (2020). Mobile assisted language learning: Evidence of an emerging paradigm. International Journal of English Literature and Social Sciences, 5(1), 148-156.
Nakata, Y. (2011). Teachers’ readiness for promoting learner autonomy: A study of Japanese EFL high school teachers. Teaching and Teacher Education 27, 900-910.
Nicolaidou, I. (2013). E-portfolios supporting primary students' writing performance and peer feedback. Computer Education, 68, 404-415. Doi:10.1016/j.compedu.2013.06.004.
Nourdad, N., & Banagozar, M. A. (2022). The effect of eportfolio assessment on Iranian EFL vocabulary learning and retention. Indonesian Journal of Applied Linguistics, 12(2), 466-475. Doi: 10.17509/ijal.v12i2.44232.
O’Malley, C., Vavoula, G., Glew, J., Taylor, J., Sharples, M., & Lefrere, P. (2003). Guidelines for learning/teaching/tutoring in a mobile environment. Retrieved from https://hal.archives-ouvertes.fr/hal-00696244/document.
Phillips, D. (2005). Longman Complete Course for the TOEFL Test: Preparation for the computer and paper tests. London: Longman.
Polakova, P., & Klimova, B. (2019). Mobile technology and generation Z in the English language classroom- A preliminary study. Education Sciences, 9(3), 203.http//doi.org/10.3390/edusci9030203.
Pourdana, N., & Tavassoli, K. (2022). Differential impacts of e-portfolio assessment on language learners' engagement modes and genre-based writing improvement. Language Testing in Asia, 12(7). Doi:10.1186/s40468-022- 00156-7.
Reese, M., & Levy, R. (2009). Assessing the future: E-portfolio trends, uses, and options in higher education. ECAR Research Bulletin, 2009(4), 1-12.
Rhodes, T. L. (2011). Making learning visible and meaningful through electronic portfolios. Change, 6-13.
Richards, J. C., & Schmidt, R. W. (2013). Longman dictionary of language teaching and applied linguistics. Routledge: New York.
Rosell-Aguilar, F. (2007). Top of the pods-in search of a podcasting “pedagogy” for language learning, Computer Assisted Language Learning, 20, 471-492.
Rosman, P. (2008). M-learning-as a paradigm of new forms in education. E+M Ekonomie a Management, 11(1), 119-125.
Sato, M., & Lyster, R. (2012). Peer interaction and corrective feedback for accuracy and fluency development: Monitoring, practice, and proceduralization. Studies in Second Language Acquisition, 34 (4), 591–626.
Savage, K. L., Bitterline, G., & Price, D., (2010). Grammar Matters. New York: Cambridge University Press.
Schmitz, C. C., Whitson, B. A., Heest, A. V., & Maddaus, M. A. (2010). Establishing a usable electronic portfolio for surgical residents: Trying to keep it simple. Journal of Surgical Education, 14-18. doi: 10.1016/j.jsurg.2010.01.001
Shafiee Rad, H. (2021). Exploring use of mobile-mediated hybrid dynamic assessment in improving EFL learners' descriptive writing skills. Computer-Assisted Language Learning Electronic Journal, 22(1), 111-127.
Sheen, Y. (2008). The effect of focused written corrective feedback and language aptitude on ESL learners’ acquisition of articles. TESOL Quarterly, 41(2), 255-283. http://dx.doi.org/10.1002/j.1545-7249.2007.tb00059.x
Tabatabaei, O. (2012). The effect of computer-assisted language learning (call) on learning idiomatic expressions: a case of Iranian EFL students. Journal of Language, Culture, and Translation, 1(1), 119-137.
Traxler, J. (2005). Mobile learning- it’s here but what is it? Interactions Journal, 9(1), 1-12.
Trofimovich, P., Ammar, A., & Gatbonton, E. (2011). How effective are recasts? The role of attention, memory, and analytical ability. In A. Mackey (Ed.), Conversational Interaction in second language acquisition (pp. 172-195). Oxford: Oxford University Press.
Turney, C. S. M., Robinson, D., Lee, M., & Soutar, A. (2009). Using technology to direct learning in higher education: The way forward?. Active Learning in Higher Education, 10(1), 71-83.
Viberg, O., & Grönlund, A. (2012). Mobile assisted language learning: A literature review. In M.Specht, M.Sharples & J.Multisilta (Eds), Proceedings of the 11th International Conference on Mobile and Contextual Learning, 2012, Helsinki, Finland, pp.9-16.
Yang, Y., & Lyster R. (2010). Effects of form–focused practice and feedback on Chinese EFL learners‟ acquisition of regular and irregular past tense forms. Studies in Second Language Acquisition, 32(2), 235–263.
Yilmaz, Y. (2012). Knowledge management in e-learning practices. The Turkish Online Journal of Educational Technology, 11 (2), 150- 155.
Yucedal, H. M. (2023). Integrating mobile-assisted language learning (MALL) into EFL classes at a tertiary level. Amazonia Investiga, 12(62), 92-104. http//doi.org/1034069/AI/2023.62.02.7.
