Effects of WhatsApp, Adobe Connect, and Face-to-face Classes on Learning Collocations by Iranian EFL Learners
محورهای موضوعی : Applied LinguisticsFaezeh Roudgar 1 , Seyyed Abdolmajid Tabatabaee Lotfi 2 , Narjes Ashari Tabar 3 , Seyyed Amir Hosein Sarkeshikian 4
1 - English Language Department, Qom Branch, Islamic Azad University, Qom, Iran
2 - English Language Department, Qom Branch, Islamic Azad University, Qom, Iran
3 - English Language Department, Qom Branch, Islamic Azad University, Qom, Iran
4 - English Language Department, Qom Branch, Islamic Azad University, Qom, Iran
کلید واژه: Adobe Connect, collocations, WhatsApp, Technology-enhanced Language Learning,
چکیده مقاله :
Technology has crept into every aspect of human life, and second language education is not an exception, giving rise to computer-enhanced language learning and mobile-assisted language learning. This study aimed to investigate the effectiveness of WhatsApp, Adobe Connect, and face-to-face classes on learning collocations by Iranian EFL learners in Qom, and to make comparisons among these three platforms. Thus, a quasi-experimental design was set up in which a number of available intermediate-level students were assigned to a WhatsApp group, an Adobe Connect group, and a Control group. The three groups were given a collocation pretest at the outset of the study and they were exposed to collocations, though through different media. In the treatment, which lasted for 10 sessions, for the learners in the WAG and ACG, the collocations were presented via a picture, an example sentence, and a follow-up quiz, which the CG learners received the same collocations in a similar fashion except that they were not provided with videos/pictures. At the end of the experiment, the learners were given a posttest of collocations, and the following results were obtained after running paired-samples t tests and a one-way ANCOVA: (a) the three groups of WAG, ACG, and CG were fruitful and the learners in all these environments improved significantly from pretest to posttest of collocations, and (b) ACG learners significantly outperformed WAG learners, who in turn could perform significantly better than the CG learners. The obtained results bear implications for education in general and second language instruction in particular.
این پژوهش با هدف بررسی اثربخشی کلاس‌های واتس‌اپ، ادوبی کانکت و حضوری بر یادگیری کلمات همنشین توسط زبان‌آموزان ایرانی زبان انگلیسی در قم انجام شد. همچنین هدف دیگر این بود که اثربخشی این روش‌های آموزشی برای یادگیری کلمات همنشین زبان انگلیسی مقایسه شود. بنابراین، یک طرح شبه آزمایشی تنظیم شد که در آن تعدادی از زبان آموزان سطح متوسط در دسترس به یک گروه واتس اپ، یک گروه ادوبی کانکت و یک گروه کنترل تقسیم بندی شدند. این سه گروه در ابتدای مطالعه پیش آزمون دادند و از طریق رسانه‌های مختلف (یعنی واتس‌اپ، ادوبی کانکت، و آموزش حضوری) تحت تدریس کلمات همنشین زبان انگلیسی قرار گرفتند. در پایان آزمایش، از فراگیران پس آزمون گرفته شد و نتایج زیر به دست آمد: (الف) هر سه گروه زبان آموز در این پژوهش مثمر ثمر بودند و فراگیران در همه این محیط ها از پیش آزمون تا پس آزمون به طور قابل توجهی بهبود یافتند، و (ب) یادگیرندگان گروه ادوبی کانکت به طور قابل توجهی بهتر از یادگیرندگان گروه واتس اپ بودند، که آنها هم به نوبه خود به طور قابل توجهی بهتر از یادگیرندگان گروه کنترل عمل کردند. نتایج به‌دست‌آمده، پیامدهایی را برای آموزش به طور کلی و آموزش زبان دوم به طور خاص دارد، همانطور که در پایان این مطالعه مورد بحث و بررسی نشان داده شده است.
Abbasi, M., & Hashemi, M. (2013). The impacts of using mobile phone on English language vocabulary retention. International Research Journal of Applied and Basic Sciences, 4(3),541-547.
Abdollapour, Z., & Asadzadeh Maleki, N. (2012). Second Language Vocabulary Acquisition in CALL and MALL Environments and Their Effect on L2 Vocabulary Retention: A Comparative Study. Australian Journal of Basic and Applied Sciences, 6 (9), 109-118.
Ackermann, K., & Chen, Y. (2013). Developing the Academic Collocation List (ACL) - A corpus-driven and expert-judged approach. Journal of English for Academic Purposes, 2(3), 1-30
Altenberg, B., and Granger, S. (2001). The grammatical and lexical patterning of MAKE in native and non-native student writing. Applied Linguistics, 22, 173–195.
Asgari, M., & Salehi, H. (2018). Impact of using web-quest on learning vocabulary by Iranian pre-university students. International Journal of Foreign Language Teaching and Research, 6(22), 33-46.
Ashiyan, Z., & Salehi, H. (2016). Impact of WhatsApp on learning and retention of collocation knowledge among Iranian EFL learners. Advances in Language and Literacy Studies, 7(5), 112-127.
Başoğlu, E. B., & Akdemir, Ö. (2010). A comparison of undergraduate students’ Englishvocabulary learning: using mobile phones and flash cards. The Turkish Online Journal of Educational Technology, 9(3), 1-7.
Beyranvand, S. & Rahmatollahi, M. (2021). The effects of MALL on language learners' mastery of technical collocation: Use of Instagram and Adobe Connect. Turkish Journal of Computer and Mathematics Education, 12(11), 6697-6709.
Cárter, R., & McCarthy, M. (1988). Vocabulary and Vocabulary Teaching. Harlow-Londres, Longman.
Celikbas, S. (2018). The effectiveness of online conversation classes through the use of Adobe Connect live learning program. Journal of Foreign Language Education and Technology, 3(1), 130-147.
Chowdhury, A., Breznik, G., Verdnik, K., & Prihavec, B. (2012). Customer identification and authentication procedure for online internet payments using mobile phone. Google Patents.
Dehghan, N., & Tabatabaei, O. (2018). Effects of form-focused, meaning-focused, and forms-focused instruction on Iranian intermediate EFL learners' Development of Collocations. International Journal of Foreign Language Teaching and Research, 6(24), 157-186.
Farhady, H. (1995). Research Methods in Applied Linguistics. Tehran: Payame-Noor University Press.
Forsberg Lundell, F., Lindqvist, C., & Edmonds, A. (2018). Productive collocation knowledge at advanced CEFR levels. Evidence from the development of a test for advanced L2 French. Canadian Modern Language Review, 74(4), 627–649
Gitsaki, C. (1999). Second language lexical acquisition: A study of the development of collocational knowledge. Bethesda, MD: International Scholars Publications.
Haron, H., Al Abri, A., Alotaibi, N. M. (2021). The Use of WhatsApp in Teaching
and Learning English during COVID-19: Students' Perception and Acceptance. International Journal of Innovation, Creativity and Change, 15(3), 1014-1033.
Khakzadan, R., & Bemani Naeini, M. (2018). Integrating interactive whiteboards in EFL learners’ learning and retention of non-congruent collocations. International Journal of Foreign Language Teaching and Research, 6(23), 115-128.
Laufer, B., and Waldman, T. (2011). Verb-noun collocations in second language writing: A corpus analysis of Learners’ English. Language Learning, 61, 647–672.
Mahvelati, E.H., & Mukundan, J. (2012). The effects of input flood and consciousness-raising approach on collocation knowledge development of language learners. International Journal of Applied Linguistics and English Literature, 1(6), 182-192.
McCarty, M. & O’Dell, F. (2005). English Collocations in Use, Intermediate. Cambridge: Cambridge University Press.
Muhammed A. A. (2014). The impact of mobiles on language learning on the part of English Foreign Language (EFL) university students. Procedia - Social and Behavioral Sciences, 136, 104-108.
Naderi, B., & Bagheri, B. (2017). Effect of spaced repetition on Iranian EFL learners' form recall of English single words and collocations. International Journal of Foreign Language Teaching and Research, 5(19), 51-60.
Namaziandost, E., Anwar, C., & Neisi, L. (2020). Comparing the impact of spaced instruction and massed instruction in learning collocations among Iranian EFL learners. Journal of English Education, Literature, and Culture, 5(1), 55-65.
Paquot, M. (2018). Phraseological Competence: A Missing Component in University Entrance Language Tests? Insights from a Study of EFL Learners’ Use of Statistical Collocations. Language Assessment Quarterly, 15, 29-43.
Rahimi, M., & Miri, S.S. (2014). The impact of mobile dictionary uses on language learning. Procedia - Social and Behavioral Sciences, 98, 1469-1474.
Rezvani, E. (2011). The Effect of Output Requirement on the Acquisition of Grammatical Collocations by Iranian EFL Learners, Journal of Language Teaching and Research, 2 (3), 674-682.
Siyanova, A., and Schmitt, N. (2008). L2 learner production and processing of collocation: A multi-study perspective. Can. Against. Long, 64, 429–458.
Suranakkharin, T. (2017). Using the flipped model to foster Thai learners’ second language collocation knowledge. 3L: The Southeast Asian Journal of English Language Studies, 23(3). 1-20.
Thomas, M. (2013). TBLT in business English communication: As approach for evaluating Adobe Connect and Second Life in a blended language learning format. International Journal of Computer-assisted Language Learning and Teaching (IJCALLT), 3(1), DOI: 10.4018/ijcallt.2013010105
Webb, S. & Kagimoto, E. (2009). The effects of vocabulary learning on collocation and meaning. TESOL Quarterly, 43(1), 55-77.
Yaghoobi, M., & Razmjoo, S.A. (2019). On the development of a software towards ameliorating Iranian EFL learners' reading proficiency. International Journal of Foreign Language Teaching and Research, 7(28), 11-22.
Yousefzadeh, M. (2012). Mobile-based learning vs. paper-based learning and collocation words learning. Journal of Educational and Instructional Studies, 2(3), 2016-220.
Zhang, H., Song, W., & Burston, J. (2011). Reexamining the effectiveness of vocabulary learning via mobile phones. The Turkish Online Journal of Educational Technology, 10 (3), 203–21.
