Nasim Boustani
Abstract
In the fast-paced era of digital communication, technology-mediated communication (TMC) has created remarkable changes in users’ behaviors. Unraveling passive and active behaviors of TMC users, this study investigated the psychological patterns that emerge when individuals rely on technology for outcomes. ...
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In the fast-paced era of digital communication, technology-mediated communication (TMC) has created remarkable changes in users’ behaviors. Unraveling passive and active behaviors of TMC users, this study investigated the psychological patterns that emerge when individuals rely on technology for outcomes. Adopting Pishghadam’s (2024) “waitance” model, the research explored the TMC users’ psychological patterns during waiting behavior and addresses the complicated involvement of emotional-cognitive processes during the waiting period, especially when one expects others to complete tasks. The paradoxical nature of waitance and technology was delineated, first by describing the waitance period, which encompasses the underlying senses of physical stillness and psychological involvement, and then by discussing the dual nature of technology, which simultaneously facilitates and exacerbates communication. Some discussions of technology users’ passive behaviors emphasized the importance of active involvement. Understanding waitance psychological patterns can inform technology users about their behavior and encourage them to mitigate prolonged periods of waitance.
Nasim Boustani; Taqi Al Abdwani
Abstract
Vocabulary growth predicts communication ability and communication without vocabulary is impossible. The study was done among 50 EFL learners to examine the effect of music-based instruction on their vocabulary retention and attitudes. They were divided into experimental and control groups. First, a ...
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Vocabulary growth predicts communication ability and communication without vocabulary is impossible. The study was done among 50 EFL learners to examine the effect of music-based instruction on their vocabulary retention and attitudes. They were divided into experimental and control groups. First, a pre-test was conducted to fulfill the homogeneity assumption. Then, the photo dictionary part of the “English for Schools Prospect 1” book was set to music and the experimental group underwent music-based practices. While the control group received audio-visual instruction. Immediately after the instructions, a 20-item test was given to the groups. Subsequently, a 9-item attitude scale was distributed among the teacher, observer, and groups. After two weeks, a long-term memory test was conducted between the two groups. Results presented that the experimental group significantly outscored in the short- and long-term memory tests compared with the control group. Moreover, results from the attitude scale indicated that they welcomed music-based instruction allowing more profound vocabulary learning and communication ability than the audio-visual practices.
