A Comparative Analysis of Face to Face Instruction vs. Telegram Mobile Instruction in Terms of Narrative Writing

Autor/inn/en	Heidari, Jamshid; Khodabandeh, Farzaneh; Soleimani, Hassan
Titel	A Comparative Analysis of Face to Face Instruction vs. Telegram Mobile Instruction in Terms of Narrative Writing
Quelle	In: JALT CALL Journal, 14 (2018) 2, S.143-156 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1832-4215
Schlagwörter	Comparative Analysis; Conventional Instruction; Teaching Methods; Computer Assisted Instruction; Telecommunications; Handheld Devices; Instructional Effectiveness; English (Second Language); Second Language Learning; Second Language Instruction; Pretests Posttests; Computer Simulation; Language Proficiency; Learning Processes; Essays; Foreign Countries; Translation; Majors (Students); Language Tests; Writing Tests; Scoring; Evaluators; Interrater Reliability; College Students; Personal Narratives; Iran; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; Telekommunikationstechnik; Unterrichtserfolg; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Computergrafik; Computersimulation; Language skill; Language skills; Sprachkompetenz; Learning process; Lernprozess; Essay; Aufsatzunterricht; Ausland; Language test; Sprachtest; Writing test; Schreibtest; Bewertung; Interrater-Reliabilität; Collegestudent; Erlebniserzählung
Abstract	The emergence of computer technology in English language teaching has paved the way for teachers' application of Mobile Assisted Language Learning (mall) and its advantages in teaching. This study aimed to compare the effectiveness of the face to face instruction with Telegram mobile instruction. Based on a toefl test, 60 English foreign language learners with intermediate level of language proficiency were selected and randomly assigned to the class attendees group, which received the intended treatment program in a classroom environment, and the Telegram group which received the treatment in a virtual environment. Two pre-tests and posttests were administered before and after the treatment. Related non-parametric statistics were applied, and the results were encouraging for the Telegram group. Moreover, the findings of the study might support the claim that innovative instructional approaches and Telegram mobile-learning/teaching specifically could provide new opportunities for the teaching-learning process and that teaching/ learning through new mobile-based methods, Telegram m-learning/teaching in particular, helped Iranian students to perform better on narrative writing tasks. The result of this study would be valuable for methodologists, teachers, and learners. (As Provided).
Anmerkungen	JALT CALL SIG. 1-6-1 Nishiwaseda Shinjuku-ku, Tokyo, 169-8050, Japan. e-mail: journal!jaltcall.org; Web site: http://journal.jaltcall.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01