The Effect of Mobile Assisted Language Learning (MALL) on Iranian EFL Learners’ Idiom Learning and Perceptions of Classroom Activities
محل انتشار: مطالعات زبان کاربردی ایران، دوره: 14، شماره: 1
سال انتشار: 1401
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 90
فایل این مقاله در 22 صفحه با فرمت PDF قابل دریافت می باشد
- صدور گواهی نمایه سازی
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_IJALS-14-1_009
تاریخ نمایه سازی: 17 مرداد 1402
چکیده مقاله:
The present study examined the effect of mobile assisted language learning (MALL) on Iranian EFL learners' idiom learning and perceptions of classroom activities. To do so, this study was carried out in six classes at Imam Reza International University in Mashhad, Iran. The participants included ۱۱۴ BA students of Teaching English field. The present study was quasi-experimental that utilized a mixed methods research design. It contained a control group with ۴۵ participants and an experimental group with ۶۹ participants. MALL for teaching idioms via Telegram was considered as a treatment in experimental group. In the present study, Telegram app was chosen because the researcher, the teachers, and the participants had similar experience of using this app. Pictures, texts, audio, and video files, were used as the materials in teaching idioms. Students’ Perceptions of Classroom Activities scale designed and validated by Gentry and Gable (۲۰۰۱) and translated into Persian and validated by Ghanizadeh and Jahedizadeh (۲۰۱۵) was used for assessing students’ perceptions of classroom activities (interest, choice, joy, and challenge). Twelve students in experimental group sat for an interview which was audio and video recorded. In the interview sessions, students were asked about the experience of informal learning in this research, the materials used, pros and cons toward the channel and MALL. The results demonstrated the effectiveness of mobile phone usage in enhancing EFL university students’ idiom learning as well as in students’ perceptions of classroom activities with the highest differences observed in challenge and joy perceptions. The results of the qualitative phase were also in line with those of the quantitate phase.
کلیدواژه ها:
نویسندگان
Afsaneh Ghanizadeh
Associate Professor, English Department, Imam Reza International University, Mashhad, Iran
Safoura Jahedizadeh
English Department, Imam Reza International University, Mashhad, Iran,
Farideh Movaghar
English Department, Imam Reza International University, Mashhad, Iran,
مراجع و منابع این مقاله:
لیست زیر مراجع و منابع استفاده شده در این مقاله را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود مقاله لینک شده اند :