Designing Image Processing Software to Probe into EFL Learners’ Mental Presence and Examining its Application in their Reading Achievement
محورهای موضوعی : Journal of Applied Linguistics Studies
Arezou Shahmoradi
1
(Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran)
Omid Mazandarani
2
(Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran)
Ghasem Barani
3
(Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad
University, Aliabad Katoul, Iran.)
Behzad Ghonsooly
4
(Department of English, Faculty of Letters and Humanities, Ferdowsi University of Mashhad (FUM) Iran)
کلید واژه: Learning Management System, Mediation, Reading Ability, Reading Instruction,
چکیده مقاله :
It is a general belief that learning management systems (LMSs), especially smart ones, can better learning outcomes. Accordingly, information-age educational centers have to be designed and prepared to adopt these technological developments, sooner or later. The purpose of this study was to assess the effect of a smart reading instruction management system (RIMS) on the reading ability of Iranian EFL learners. A mixed-methods design was adopted. Accordingly, forty learners selected via convenient sampling took part in the quantitative stage of the study in which a quasi-experimental design was adopted. The results of statistical analyses also showed that RIMS had a significant effect on reading comprehension so the participants (n = 20) made improvements after the course and outdid their counterparts in the control group. Additionally, the qualitative analysis of mediation episodes that occurred in the experimental group showed that RIMS is perceived to be flexible in terms of meeting learners’ needs and interests. It is motivating and provides chances for storing teacher-learner interaction for future formative assessment, incompetency diagnosis, and feedback provision. Moreover, it is perceived to be a suitable timesaving breakthrough for promoting individualized learning methods.
It is a general belief that learning management systems (LMSs), especially smart ones, can better learning outcomes. Accordingly, information-age educational centers have to be designed and prepared to adopt these technological developments, sooner or later. The purpose of this study was to assess the effect of a smart reading instruction management system (RIMS) on the reading ability of Iranian EFL learners. A mixed-methods design was adopted. Accordingly, forty learners selected via convenient sampling took part in the quantitative stage of the study in which a quasi-experimental design was adopted. The results of statistical analyses also showed that RIMS had a significant effect on reading comprehension so the participants (n = 20) made improvements after the course and outdid their counterparts in the control group. Additionally, the qualitative analysis of mediation episodes that occurred in the experimental group showed that RIMS is perceived to be flexible in terms of meeting learners’ needs and interests. It is motivating and provides chances for storing teacher-learner interaction for future formative assessment, incompetency diagnosis, and feedback provision. Moreover, it is perceived to be a suitable timesaving breakthrough for promoting individualized learning methods.
