The current study aimed to examine the effect of written corrective feedback (WCF) provided via a messenger bot on Iranian English as a foreign language (EFL) learners’ use of definite/indefinite articles. It also explored learners’ attitudes toward using the messenger bot, which worked as a medium for providing WCF on the TOEFL iBT speaking task II. Seventy male and female TOEFL candidates (mean age: 26, range: 18-34) chosen through convenience sampling participated in the study. Before the treatment, the participants in all groups were given a proficiency test and a speaking pre-test. Then, they were randomly assigned to one of the three groups: one received WCF on their errors in the use of articles through the bot (MB group, n=30); the second one received WCF in traditional classes (TF group, n=20); and the participants in the third group received no feedback and followed the normal course of instruction (NF group, n=20). Subsequently, all groups participated in a post-test The results of the mixed between-within subjects, ANOVA, showed that the MB group significantly outperformed the other two groups and there was not a significant difference between the TF and NF groups. The participants’ attitudes toward receiving WCF through the bot were elicited through in-depth semi-structured interviews. The transcribed interviews were then analyzed using the first two phases of the grounded theory, and two main themes of pedagogical applications and technological issues emerged. The implications stemming from the findings concerned the efficacy of using the messenger bot in providing corrective feedback. پرونده مقاله

The current mixed method study investigated the use of synchronous/asynchronous computer-mediated communication as a method of L2 pronunciation achievement among medical students during COVID-19 pandemic lockdown. In so doing, the study utilized an experimental comparative design with two groups of 17 participants. There were two types of tests in this study: word stress test, and a semi-structured interview. The results showed the positive effect of computer mediated communication in pronunciation development among students of medicine. Moreover, the findings revealed more positive effect of synchronous computer mediated communication-oriented instruction compared with asynchronous computer mediated communication-oriented instruction on medical students' English language pronunciation development. It can be concluded that computer mediated communication especially synchronous mode is effective for pronunciation development of medical students since technology provides the opportunities through which medical students can notice the gaps in their current English language and thus produce modified output. پرونده مقاله

The growing popularity of language-learning apps among language learners has highlighted the need for rigorous evaluation of their efficacy in second language acquisition (SLA). This study combined quantitative measures to comprehensively understand the effectiveness of the Busuu app in improving the productive vocabulary of Iranian intermediate EFL learners with qualitative data from in-depth interviews to explore their perceptions and experiences while using the app. Forty-three learners (17 males and 26 females with a mean age of 27.53) were selected to assess the effectiveness of the Busuu app on learners’ productive vocabulary knowledge. Among them,15 participants (all female with a mean age of 29.40) agreed to be interviewed after the Busuu study to gain insights into learners’ perceptions and experiences with app-based learning. A pretest-posttest design using the LEX30 task, a standardized productive vocabulary assessment tool, was conducted before and after the Busuu study to evaluate participants’ productive vocabulary knowledge. Paired samples t-tests revealed no significant improvement in participants’ productive vocabulary knowledge. Nonetheless, the number of responses produced in the posttest was higher than in the pretest. According to the interview data, users rated vocabulary as the most favored feature of the app, while restricted access to premium content was noted as the least favored. Most participants acknowledged that the app exceeded their initial expectations before installing it. Additionally, improving vocabulary knowledge was the users’ primary expectation from utilizing the app. Furthermore, approximately all participants found the app beneficial for language learning. However, most of them reported low levels of enjoyment during app usage. The results can contribute to understanding what needs to be done to upgrade the quality and potential of the Bussu app, how the app can better support EFL learners in effectively activating their lexical knowledge, and what the users’ experiences and expectations from a language-learning app are. پرونده مقاله