Comparing Efl Learners’ Responses in Online and Traditional Classes: A Mixed Method Approach

Abstract

The aim of this article was twofold. First, it considered the effect of social networks (Telegram) on the vocabulary knowledge of the participants, then it compared the participants' responses in IRF (initiation, response, & feedback) pattern in two different settings (traditional class and the online one). A group of foreign language learners took the Nelson Proficiency Test and a total of 60 learners were selected to participate in the study. Then they were randomly assigned to an experimental and a control group. After the treatment, the pre-test and post-test results were compared. For the second part of the study, the participants' comments were analyzed quantitatively and qualitatively. The results revealed a significant difference between the two groups, not only in their vocabulary knowledge but also in the way they communicated. This study has implications for both teachers and learners to increase their awareness of the benefits of new opportunities provided by technology in teaching-learning process.

Online Distance Learning for Translation Subjects: Tertiary Level Instructors’ and Students’ Perceptions in Saudi Arabia

“…Another finding of this study was the instructors' belief that eLearning provided opportunities for collaborative work, in agreement with previous studies. Banafshi et al (2020), for example, reported that students receiving eLearning instruction interacted more and engaged in more collaborative patterns. Alruwais et al (2018) also noted more interaction in eLearning than conventional learning.…”

“…Some studies have compared the effectiveness of virtual learning and traditional classroom learning. A longitudinal study by Banafshi et al (2020) compared the impact of virtual and face-to-face learning on 60 EFL Iranian learners' vocabulary acquisition. Following a pre-/post-test design, participants were randomly divided into control and experimental groups.…”

The Collaborative Wall: A Technological Means to Improving the Teaching-Learning Process about Physics

“…Educational institutions and teachers use ICT to increase students' motivation during the learning process (Agormedah et al, 2020;Banafshi et al, 2020). Therefore, the hypothesis about the collaborative wall and motivation of the students in the classroom is:…”

Adaptation to Emergency Online Education: A Case of Oral Communication Skills Course in ELT

“…The literature review shows that several studies reveal the benefits of technology for EFL learners in online education in terms of improving learners' interaction, vocabulary knowledge, communicative skills, speaking performance and alleviating their speaking anxiety by motivating them to feel more confident and more relaxed (Alkan & Bümen, 2020;Banafshi et al, 2020;Gleason & Suvoalrov, 2011;Khalil, 2018;Ningias & Indriani, 2021;Putra, 2021;Syakur et al, 2020;Tirtanawati, 2020). Attempting to compare EFL learners' improvement in vocabulary in two different settings, in class and online environment, Banafshi et al, (2020) found out that some features of communication such as "answering others' comments, the stickers, and humour were more dominated in the online classroom" (p. 136). Also, the research shows us that virtual classes are more effective in learning vocabulary.…”