Effects of WhatsApp, Adobe Connect, and Face-to-face Classes on Learning Collocations by Iranian EFL Learners

محورهای موضوعی : Applied Linguistics

Faezeh Roudgar ¹ (English Language Department, Qom Branch, Islamic Azad University, Qom, Iran)
Seyyed Abdolmajid Tabatabaee Lotfi ² (English Language Department, Qom Branch, Islamic Azad University, Qom, Iran)
Narjes Ashari Tabar ³ (English Language Department, Qom Branch, Islamic Azad University, Qom, Iran)
Seyyed Amir Hosein Sarkeshikian ⁴ (English Language Department, Qom Branch, Islamic Azad University, Qom, Iran)

تاریخ دریافت : 1401/02/11 تاریخ پذیرش : 1401/05/25 تاریخ انتشار : 1401/05/10

کلید واژه: Adobe Connect, collocations, WhatsApp, Technology-enhanced Language Learning,

چکیده مقاله :

Technology has crept into every aspect of human life, and second language education is not an exception, giving rise to computer-enhanced language learning and mobile-assisted language learning. This study aimed to investigate the effectiveness of WhatsApp, Adobe Connect, and face-to-face classes on learning collocations by Iranian EFL learners in Qom, and to make comparisons among these three platforms. Thus, a quasi-experimental design was set up in which a number of available intermediate-level students were assigned to a WhatsApp group, an Adobe Connect group, and a Control group. The three groups were given a collocation pretest at the outset of the study and they were exposed to collocations, though through different media. In the treatment, which lasted for 10 sessions, for the learners in the WAG and ACG, the collocations were presented via a picture, an example sentence, and a follow-up quiz, which the CG learners received the same collocations in a similar fashion except that they were not provided with videos/pictures. At the end of the experiment, the learners were given a posttest of collocations, and the following results were obtained after running paired-samples t tests and a one-way ANCOVA: (a) the three groups of WAG, ACG, and CG were fruitful and the learners in all these environments improved significantly from pretest to posttest of collocations, and (b) ACG learners significantly outperformed WAG learners, who in turn could perform significantly better than the CG learners. The obtained results bear implications for education in general and second language instruction in particular.

چکیده انگلیسی:

این پژوهش با هدف بررسی اثربخشی کلاس‌های واتس‌اپ، ادوبی کانکت و حضوری بر یادگیری کلمات همنشین توسط زبان‌آموزان ایرانی زبان انگلیسی در قم انجام شد. همچنین هدف دیگر این بود که اثربخشی این روش‌های آموزشی برای یادگیری کلمات همنشین زبان انگلیسی مقایسه شود. بنابراین، یک طرح شبه آزمایشی تنظیم شد که در آن تعدادی از زبان آموزان سطح متوسط در دسترس به یک گروه واتس اپ، یک گروه ادوبی کانکت و یک گروه کنترل تقسیم بندی شدند. این سه گروه در ابتدای مطالعه پیش آزمون دادند و از طریق رسانه‌های مختلف (یعنی واتس‌اپ، ادوبی کانکت، و آموزش حضوری) تحت تدریس کلمات همنشین زبان انگلیسی قرار گرفتند. در پایان آزمایش، از فراگیران پس آزمون گرفته شد و نتایج زیر به دست آمد: (الف) هر سه گروه زبان آموز در این پژوهش مثمر ثمر بودند و فراگیران در همه این محیط ها از پیش آزمون تا پس آزمون به طور قابل توجهی بهبود یافتند، و (ب) یادگیرندگان گروه ادوبی کانکت به طور قابل توجهی بهتر از یادگیرندگان گروه واتس اپ بودند، که آنها هم به نوبه خود به طور قابل توجهی بهتر از یادگیرندگان گروه کنترل عمل کردند. نتایج به‌دست‌آمده، پیامدهایی را برای آموزش به طور کلی و آموزش زبان دوم به طور خاص دارد، همانطور که در پایان این مطالعه مورد بحث و بررسی نشان داده شده است.

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