Hoda Hamidi; Sepideh Rahimpour
Abstract
The appropriate use of new technologies and educational applications is undoubtedly very important in facilitating English language learners’ communicative competence. One of these technological devices used in education is the smartbook. Accordingly, the present study has tried to investigate ...
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The appropriate use of new technologies and educational applications is undoubtedly very important in facilitating English language learners’ communicative competence. One of these technological devices used in education is the smartbook. Accordingly, the present study has tried to investigate the effectiveness of the use of smartbooks in the process of teaching English to learners and, consequently, the improvement of their communicative ability. In order to collect data for the study, 40 high school students learning English, including one experimental group and one control group, participated in this study. A pre-post test and teacher-made tests were designed for the learners. The One-way ANCOVA results indicated that the learners participating in the experimental group were more successful than those participating in the control group. This shows that the use of smartbooks has a significant effect on improving the oral communicative ability of English language learners. Implications for L2 researchers and practitioners were finally discussed.
Minoo Alemi; Zahra Maleknia; Babak Meschi Nezami
Abstract
This quasi-experimental study scrutinized the impact of technology-mediated TBLT in an online collaborative and individual EFL learning environment on the development of request production of 20 male and female B.A. students of TEFL. The participants were divided into two equal individual and collaborative ...
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This quasi-experimental study scrutinized the impact of technology-mediated TBLT in an online collaborative and individual EFL learning environment on the development of request production of 20 male and female B.A. students of TEFL. The participants were divided into two equal individual and collaborative experimental groups to receive online video-prompt task-based instruction on request speech act production in six distinct situations defined based on different contextual variables including distance, power, and imposition. Two similar versions of video-prompt Discourse Completion Tests (DCTs) focusing on six situations covered in online classes were given to the participants as a pretest and posttest. The results indicated that both groups’ request speech act production improved significantly after the intervention. However, there was no significant difference between the performance of the two groups. It was then concluded that both techniques are facilitative in boosting students’ pragmatic competence; however, more time is required to find out the extent to which these techniques differ in terms of their productiveness.
