Effect of Technology and Online Learning on EFL Learners' Writing Achievement and Their Self- Concept
محورهای موضوعی : Applied Linguistics
Niloofar Salajeghe
1
(Department of English Language, Kerman Branch, Kerman Institute of Higher Education, Kerman, Iran)
Samira Hasani
2
(Department of English Language, Kerman Branch, Kerman Institute of Higher Education, Kerman, Iran)
کلید واژه: online learning, self-concept, EFL learners, writing skill,
چکیده مقاله :
The present study attempted to probe the effectiveness of online learning on Iranian EFL learners' self-concept. It also analyzed the effect of online learning on the EFL learners' writing achievement. To do this, a total number of 50 students of pre-intermediate level was selected based on available sampling. A pre-test of writing was administered to the participants at the beginning of the term to ensure that they had the same language background. Then, they were randomly assigned as experimental and control group (25 Ss in each group). Experimental group benefited from online learning through BBB, and other group with the same number of students regarded as control group and received conventional method of teaching. At the beginning of the term, pre questionnaire of self-concept published among students of EG. The research was done in eight sessions and in the last session, post-test of writing was assigned to both groups to determine whether online learning method had positively affected the EFL learners' achievement and their self-concept. Moreover, post questionnaire of self-concept was published among experimental group to analyze their self-concept in online learning context. Data analysis of tests and questionnaire revealed that online learning method had positive effect on the EFL students' writing achievement and their self-concept. It is hoped that the results of the research indicate the importance of online learning through the mentioned application in the educational system.
پژوهش حاضر به بررسی اثربخشی آموزش آنلاین بر خودپنداری زبان آموزان ایرانی پرداخته است. همچنین این تحقیق تأثیر یادگیری آنلاین بر مهارت نوشتن زبان آموزان را تحلیل کرد. بدین منظور تعداد 50 دانش آموز مقطع پیش متوسطه بر اساس نمونه گیری قابل دسترس انتخاب شدند. یک پیش آزمون نوشتن در ابتدای ترم برای شرکت کنندگان انجام شد تا از داشتن پیشینه زبانی یکسان آنها اطمینان حاصل شود. سپس به‌طور تصادفی در دو گروه آزمایش و کنترل (هر گروه 25 نفر) قرار گرفتند. گروه آزمایش از یادگیری آنلاین از طریق اپلیکیشن BBB بهره مند شدند و گروه دیگر با همین تعداد زبان آموز به عنوان گروه کنترل در نظر گرفته شدند و روش تدریس معمولی در کلاس را دریافت کردند. قابل ذکر است که در ابتدای ترم، پیش پرسشنامه خودپنداری در بین زبان آموزان گروه آزمایش منتشر شد. پژوهش در هشت جلسه انجام شد و در جلسه آخر، پس آزمون نوشتن برای هر دو گروه تعیین شد تا مشخص شود آیا روش یادگیری آنلاین بر پیشرفت زبان آموزان زبان انگلیسی و خودپنداری آنها تأثیر مثبت داشته است یا خیر. همچنین، پس پرسشنامه در میان گروه آزمایشی به منظور تحلیل خودپنداری آنها در زمینه یادگیری آنلاین منتشر شد. تجزیه و تحلیل داده های آزمون ها و پرسشنامه ها نشان داد که روش یادگیری آنلاین بر مهارت نوشتن و خودپنداری زبان آموزان ایرانی تأثیر مثبت دارد. امید است نتایج این تحقیق اهمیت یادگیری آنلاین از طریق اپلیکیشن مذکور در سیستم آموزشی را نشان داده باشد.
Ahmed, M. A. E. A. S. (2015). The Effect of Twitter on developing writing skills in English as a Foreign Language. Arab World English Journal (Special issue on CALL No. 2), 134-149.
Alrajhi, M., & Aldhafri, S. (2015). Peer Tutoring Effects on Omani Students’ English Self-Concept. International Education Studies, 8(6), 184-193.
Altunay, D. (2016). A group of on-campus EFL learners’ readiness for Internet-based distance language learning. International Journal on New Trends in Education and Their Implications (IJONTE),7(2), 109-117.
Asadi, N. (2014). The Relationship between Self-concept and Reading Comprehension Achievement: Evidence from Iranian EFL learners. International Journal and Education, 5(1), 58-66.
Baz, E. (2016). Attitudes of Turkish EFL Student Teachers towards Technology Use. TOJET: The Turkish Online Journal of Educational Technology, 15 (2), pp. 1-10.
Du, M. (2012). A Study of the Relationship between English Self-concept and Language Learning Strategies. Journal of Language Teaching and Research 3(3), 508-517.
Ferris, D. R. (2016). 'Written corrective feedback for individual L2 writers. Journal of Second Language Writing, [e-journal] 22 (3), pp. 307-329.
Hubackova, S. (2010). Foreign language teaching with WebCT support. Procedia Social and Behavioral Sciences, 3,112-115.
Jahangard. A., & Norouzizadeh, M. (2020). An Online System’s Effect on Iranians’ EFL Academic Writing Performance across Different Proficiency Levels. Journal of English language Teaching and Learning University of Tabriz, 12 (25), pp. 150-173.
Khan, S., Khan, M., Maqsood, K., Hussain, T., and Noor-ul-Huda Zeeshan, M. (2021). Is Pakistan prepared for THE COVID-19 epidemic? A survey. J. Med. Virol. 92, 824–832.
Lau, I. C., Yeung, A. S., Jin, P., & Low, R. (2009). Toward a hierarchical, multidimensional English self-concept. Journal of Educational Psychology, 91(4), 747-755.
Mercer, S. (2011). Towards an understanding of language learner self-concept. New York: Springer.
Moser, K., Wei, T., & Brenner, D. (2021). Remote teaching during COVID-19: Implications from a national survey of language educators. System 97 (2021) 102431.
Özüdoğru, F., & Hişmanoğlu, M. (2016). Views of university students on foreign language courses delivered via e learning. Turkish Online Journal of Distance Education (TOJDE), 17(1), 31-47.
Raimes, A., (2011). Out of the Woods: Emerging Traditions in the Teaching of Writing. TESOL Quarterly, [e-journal] 25 (3), pp. 407-430.
Sabti, A., & Chaichan, R. (2014). Saudi high school students’ attitudes and barriers toward the use of computer technologies in learning English. Springer,3(2), 460-475.
Sponcil, M., & Gitimu, P. (2016). Use of social media by college students: Relationship to communication and self-concept. Journal of Technology Research, 2 (3), 1-13.
Vatankhah, H., Daryabari, D., Ghadami, V., & Naderifar, N. (2013). The effectiveness of communication skills training on self-concept, self-esteem and assertiveness of female students in guidance school in Rasht. Social and Behavioral Sciences 84 (3), 885-889.
