This study investigated the impact of cooperative learning on Iranian high schoolEFL learners' critical thinking and motivation. To this end, 142 EFL students were selected based on their performance on the Oxford Quick Placement Test (OQPT), and divided into two heterogeneous experimental groups (EG) receiving treatment through STAD model of cooperative learning, and two control groups (CG) without any treatment. To recognize the entry behaviors of the participants, pretests were run. Then, the same educational content was taught to both groups during an educational term. Furthermore, in order to disclose the effect of treatment, a critical thinking post-test similar to the pretest but in rearranged order in options and items, and a motivation post-test were administered at the end of the instruction. The results obtained from the statistical analysis of the scores showed that cooperative learning has a significant effect on the critical thinking and motivation of the participants. The findings of the study are beneficial for EFL learners to improve their small group capabilities.
Background: Online language learning has recently gained a reputation in educational research, holding specifically true in English for specific purposes (ESP) courses. However, ESP online learning has not been sufficiently examined in particular disciplines, such as medicine. Objectives: This study investigated the effects of teaching English medical vocabulary through a virtual learning platform (Adobe Connect) on Iranian medical students’ learner factors, including their self-regulation and self-concept. Methods: This quasi-experimental study was conducted on 60 female and male medical students learning English for Medicine at Kashan University of Medical Sciences in 2021. An Oxford Placement Test (OPT) was administered to ensure the sample’s homogeneity. Then, the participants were categorized into Adobe Connect (experimental) and conventional face-to-face (control) groups. Data were collected using the Academic Self-concept Questionnaire (ASCQ) and the Self-regulation Questionnaire (SRQ). An ANCOVA test was run to compare the influential role of the two instructional methods on medical students’ self-regulation and self-concept. Results: Adobe Connect, as the experimental group, had a higher median score than the control group regarding the self-regulation posttest (P = 0.000). Therefore, using Adobe Connect virtual platform significantly improved the self-regulation of ESP medical students. Additionally, the results revealed that the experimental participants outperformed the control group regarding their self-concept (P = 0.000). Conclusions: Based on the results, the online platform positively affected self-regulation and self-concept among medical students.
This study investigated the role of Telegram, a mobile messenger app, in mastering receptive and productive knowledge of vocabulary by Iranian EFL learners. In addition, it was intended to survey EFL learners' attitude toward using telegram to learn English vocabulary. Therefore, both quantitative and qualitative design were used. So, 57 students were selected from a language institute in Isfahan, Iran. To homogenize the participants, Oxford Quick Placement Test (OQPT) was administered and the participants were divided into two groups accordingly, a Telegram group and a control group. At the beginning of the study a checklist of words was given to the participants. Afterward, during the study, the experimental group received the treatment (teaching words via telegram), while the control group received the target words traditionally. After 8 sessions, 20-30 minutes each, an achievement test was administered to the groups. The results of Independent Sample t-test revealed a statistically significant difference between the achievement test scores of the experimental and control group. Moreover, the participants had positive attitude about using Telegram to learn English vocabulary. The findings of this study may inspire teachers to use mobile applications and also course developers to modify and improve not only the curriculum, but also the methodology of teaching vocabulary.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.