Hasan Soleimani; Elham :Pourrasa
Abstract
From an ecolinguistic perspective, affordance and technology might be issues of great concern in recent decades in computer assisted language learning (CALL). The present study was conducted to investigate Iranian novice and experienced EFL teachers’ perspectives on challenges and affordance of ...
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From an ecolinguistic perspective, affordance and technology might be issues of great concern in recent decades in computer assisted language learning (CALL). The present study was conducted to investigate Iranian novice and experienced EFL teachers’ perspectives on challenges and affordance of mobile assisted language learning (MALL) in an EFL context. To this end, a total of 80 EFL teachers at different universities in Iran were randomly sampled. The data were collected through a validated 4-point Likert-scale questionnaire including two sections, each section of which focused on a particular aspect of MALL, including items evaluating EFL teachers’ attitudes toward the implementation of mobile phones and items exploring EFL teachers’ perspectives on the challenges to the use of MALL instruction. The results revealed that the novice EFL teachers significantly agreed more than experienced teachers with the idea that MALL based instruction should be used in Iranian EFL context. The results also indicated that the experienced EFL teachers significantly “strongly agreed” more than novice teachers concerning the idea that MALL based education created challenges in Iranian EFL. In general, the findings suggest that both novice and experienced teachers had positive attitudes towards MALL instruction. However, there are some challenges which make teaching and learning less efficient and these obstacles need to be tackled by authorities. Implications have also been introduced in the paper.
Hassan Soleimani; Shoora Mirsayafi
Volume 1, Issue 3 , January 2019, , Pages 59-71
Abstract
The study tried to examine the possible effect of multimedia materials on augmenting listening skills of girls in Meheaval higher secondary school, Karaj city. The next purpose was to detect whether there is a meaningful relationship between students’ attitudes towards using multimedia materials ...
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The study tried to examine the possible effect of multimedia materials on augmenting listening skills of girls in Meheaval higher secondary school, Karaj city. The next purpose was to detect whether there is a meaningful relationship between students’ attitudes towards using multimedia materials and teaching listening skills. The participants of this study were 60 second-year high school (EFL famale students) in the second semester of 2016 academic year. The homogeneity of the participants was ensured through application of the Oxford Placement Test (OPT, 2001). The materials was comprised of students’ textbook and Listening Assisted Multimedia. Three types of instruments which were utilized namely, listening comprehension pre-test, post-test, and a listening assisted multimedia questionnaire. Independent samples t-tests and regression coefficients were applied to determine whether there were significant inter and intra-group differences. The results showed evidence that multimedia materials significantly enhanced EFL learners’ listening achievement. It was also found that the attitude to the use of multimedia had a statistically significant impact on explaining the changes in learners’ listening skill. Based upon the findings of the study, it is recommended that the English instruction should be integrated to the English instruction listening course. Key words: Multimedia, Listening, Listening Assisted Multimedia Questionnaire
Hasan Soleimani; Maryam Rohani Ravari; Manoochehr Jafarigohar
Volume 1, Issue 1 , July 2018, , Pages 43-54
Abstract
Distance education pedagogy to be successful requires teachers with different levels of computer, information, and multimedia literacy. Teachers' computer literacy has caught considerable attention due to the great opportunities provided by modern technology for promoting language education. The present ...
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Distance education pedagogy to be successful requires teachers with different levels of computer, information, and multimedia literacy. Teachers' computer literacy has caught considerable attention due to the great opportunities provided by modern technology for promoting language education. The present study explored computer, information, and multimedia literacy of 255 Iranian EFL teachers. To collect data, we developed and validated Computer, Information, and Multimedia Literacy Questionnaire for EFL Teachers (CIM-LQ for EFL Teachers), a five-point Likert scale questionnaire containing three sections to examine the participants' responses. The obtained data were analyzed using SPSS software version 20. The findings revealed that the level of EFL teachers' multimedia and information literacy ranged from low to moderate which necessitates improving teachers' training courses and preparing them for implementing technologies in real language teaching contexts. The findings have implications for both teacher education programs including both pre-service and in-service teacher training courses and EFL teachers' practice.
