L2 Teachers' Reasons and Perceptions for Using or Not Using Computer Mediated Communication Tools in Their Classroom

Sadeghi, Bahador; Rahmany, Ramin; Doosti, Eskandar

doi:10.4304/jltr.5.3.663-673

Cited by 11 publications

(7 citation statements)

References 26 publications

(19 reference statements)

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“…In line with previous inquiries (Correos, 2014;Sadeghi et al, 2014;Son et al, 2011), as far as Iranian EFL teachers' literacy on online interactions or CMC tools is concerned, the findings of this research study revealed that their literacy was not satisfactory. This can confirm the fact that the growing complexity of interconnectedness of various roles and factors in communication and its connection with language teaching, as argued previously with reference to ecological, SCT and complexity systems (Lantolf, 2000;Larsen-freeman, 1997;VanLier;2004;Vygotsky, 1978), demands Iranian EFL teachers to ameliorate on this aspect either through participating in in-serving training courses or enhancing it individually.…”

Section: Q2 Are Iranian Efl Teachers Literate Considering Online Intsupporting

confidence: 51%

Computer Assisted Language Learning and EFL Teachers’ Literacy: A Case in Iran

Jamalvandi¹,

Sadeghi²,

Soleimani³

2017

IJEL

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Computer assisted language learning (CALL) literacy is an issue of great concern not sufficiently dealt with in the literature of language teaching and learning. This study examines CALL literacy by Iranian EFL teachers. Reviewing the literature and some models of computer, information, and technology literacy, to collect the data, a questionnaire in Likert scale composed of four sections of computer mediated communication (CMC) tools, online information literacy, multimedia literacy, and basic computer skills was utilized. Following the data analysis by SPSS package, the findings showed Iranian EFL teachers' moderate level of CALL literacy; however, their literacy on CMC tools was below the satisfactory level. Further, there was a significant relationship between the teachers' literacy and their academic degree, yet the relationship between their CALL literacy and their teaching experience as well as the difference between the teachers' literacy and gender was found insignificant. The study has implications for EFL teachers in educational systems supporting CALL-based pedagogy.

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Section: Q2 Are Iranian Efl Teachers Literate Considering Online Intsupporting

confidence: 51%

Computer Assisted Language Learning and EFL Teachers’ Literacy: A Case in Iran

Jamalvandi¹,

Sadeghi²,

Soleimani³

2017

IJEL

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“…The results represented that Iranian teachers have positive attitudes toward using computer in their instruction. Finally, Sadeghi, Rahmany, and Doosti (2014) conducted a study and the findings showed that Iranian teachers who worked with computers more than other teachers had positive attitudes towards applying them in EFL classrooms.…”

Section: Review Of the Literaturementioning

confidence: 99%

A Mixed Method Study of Teachers’ Attitudes towards Computer Pronunciation Software in Teaching English Pronunciation

Gilakjani¹,

Sheikhy²,

Montashery³

et al. 2019

INT J INSTRUCTION

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This mixed study investigates the attitudes teachers in English institutes have about computer pronunciation software in teaching English pronunciation. Pronunciation Power 2 was used for this purpose. First, a survey was used as the quantitative method. 55 teachers from 5 English institutes took part in this research and these institutes were randomly selected out of 10 institutes in Guilan, Iran. A questionnaire consisting of 21 items was used as the instrument of quantitative method. To analyze quantitative data, descriptive statistics methods like frequency, percentage, and mean were used. The findings of quantitative method indicated that teachers' attitudes towards Pronunciation Power 2 are highly positive and they realized it as a useful means of teaching pronunciation. The findings also revealed that teachers should be trained in this software so that they use it appropriately and effectively. Second, an interview was used as the qualitative method. Five teachers were selected voluntarily from five institutes. Semi-structured interview questions were used as the instrument of qualitative method. The qualitative data analysis was done through examining, and organizing data, coding, and identifying themes.

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“…This is due to the fact that gained experiences from practice and research, and the fast and progressive change in the field of technology in language learning. (Sadeghi et al (2014) claimed that the tutors are enthusiastic concerning the notion of implementing technology for purposes of teaching in many educational institutions. Yet, the process of executing innovative tools and administering revolutionary shifts is still unreachable and challenging.…”

Section: Blackboard Use In Learning Of Speaking Skills In the English...mentioning

confidence: 99%

The Use of Blackboard in the Practice of English-Speaking Skills among Saudi EFL Learners during COVID-19

Al-Oqaily¹,

Salam²,

Kew³

2022

AWEJ

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The current coronavirus (COVID-19) epidemic caused a temporary halt to educational activities around the world. The abrupt and fast shift from regular face-to-face learning to fully online learning altered the students’ impressions toward the Blackboard application and its use. It is important to have an in-depth analysis of the effectiveness of using the blackboard platform in developing students’ skills. The current study included a review of both quantitative and qualitative papers according to their relevance to the Saudi context to get a clearer image about the use of blackboard in building up Saudi EFL learners speaking skills. The purpose of this study is to address and review the studies that investigate students’ perceptions of the Blackboard program as a mere tool of learning English courses in Preparatory Year, as well as the impact of those perceptions on students’ use of Blackboard. This work underlines previous literature associated with blackboard as a platform in the practice of speaking skills in the English language among Saudi English as Foreign Language (EFL) Learners. It is meant to provide an overview of how Blackboard computer and internet-based virtual class (CIBVC) is used to overcome Saudi EFL learners’ difficulties in English-speaking skills and describes their speaking ability from the perspectives of accuracy, fluency, and Anxiety. This work suggests that the students’ earlier knowledge of online learning via Blackboard has a positive impact on their perceptions. It also contributed to online learning of English language speaking skills and the learning via the online learning platforms’ research field during the outbreak of COVID-19 pandemic.

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L2 Teachers' Reasons and Perceptions for Using or Not Using Computer Mediated Communication Tools in Their Classroom

Cited by 11 publications

References 26 publications

Computer Assisted Language Learning and EFL Teachers’ Literacy: A Case in Iran

Computer Assisted Language Learning and EFL Teachers’ Literacy: A Case in Iran

A Mixed Method Study of Teachers’ Attitudes towards Computer Pronunciation Software in Teaching English Pronunciation

The Use of Blackboard in the Practice of English-Speaking Skills among Saudi EFL Learners during COVID-19

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