Online CIC-Informed Language Instruction: Iranian EFL Learners’ Oral Skill Development through Implementing IMDAT Framework
Milad Khalili
1
(
Department of English Language, Stb. C., Islamic Azad University, Tehran, Iran
)
Alireza Ameri
2
(
Department of English Language, Stb. C., Islamic Azad University, Tehran, Iran
)
Ahmad Mohseni
3
(
Department of English Language, Stb. C., Islamic Azad University, Tehran, Iran
)
کلید واژه: CIC, Dialogic Interactions, E-IMDAT, IMDAT, Oral Skill Development.,
چکیده مقاله :
This study was undertaken to investigate the effect of implementing IMDAT and E-IMDAT practice have any significant effect on Iranian intermediate EFL learners’ oral performance in online pedagogical environments. To conduct this study, a group of 3 EFL teachers and 150 intermediate EFL learners from Naft Language Center in Ahvaz City, Khuzestan took part in this study. Oral proficiency interview was used to collect required data. Before the instructional phase, the oral performance of learners was measured as a pre-test of the study. The researcher invited 3 EFL teachers to participate in the IMDAT and E-IMDAT workshops to instruct them on all the IMDAT and E-IMDAT framework steps and procedures. Then, these 3 EFL teachers were randomly assigned to 3 groups i.e., IMDAT-online, E-IMDAT-online, and control groups. The instructional phase lasted for sixteen 90-minute sessions. After the instructional phase, the oral performance of learners was measured as a pre-test of the study. Learners’ performance was recorded and rated by two raters. Data analysis of this study revealed that implementing both IMDAT and E-IMDAT practice had statistically significant effect on Iranian intermediate EFL learners’ oral performance in online pedagogical environments. This study has some pedagogical contributions for EFL teachers, learners, language teaching syllabus designers, and language teaching curriculum developers.
چکیده انگلیسی :
This study was undertaken to investigate the effect of implementing IMDAT and E-IMDAT practice have any significant effect on Iranian intermediate EFL learners’ oral performance in online pedagogical environments. To conduct this study, a group of 3 EFL teachers and 150 intermediate EFL learners from Naft Language Center in Ahvaz City, Khuzestan took part in this study. Oral proficiency interview was used to collect required data. Before the instructional phase, the oral performance of learners was measured as a pre-test of the study. The researcher invited 3 EFL teachers to participate in the IMDAT and E-IMDAT workshops to instruct them on all the IMDAT and E-IMDAT framework steps and procedures. Then, these 3 EFL teachers were randomly assigned to 3 groups i.e., IMDAT-online, E-IMDAT-online, and control groups. The instructional phase lasted for sixteen 90-minute sessions. After the instructional phase, the oral performance of learners was measured as a pre-test of the study. Learners’ performance was recorded and rated by two raters. Data analysis of this study revealed that implementing both IMDAT and E-IMDAT practice had statistically significant effect on Iranian intermediate EFL learners’ oral performance in online pedagogical environments. This study has some pedagogical contributions for EFL teachers, learners, language teaching syllabus designers, and language teaching curriculum developers.
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