عنوان مقاله:

نویسندگان:

Shahla Tavanapour، Azizeh Chalak

Abstract Through collaboration dialogue, individuals are responsible for their learning, the abilities and contributions of their peers. This study investigated the impact of the modality of collaborative dialogue on Iranian intermediate EFL learners̕ grammatical proficiency. Participants of this study were 60 Iranian intermediate EFL learners enrolled in an English class in Abadan, Iran. The ages of the participants ranged from 22 to 35 years and were randomly divided into two groups as, face to face (F2F) and synchronous computer-assistant communication (SCMC). At the beginning of the treatment, a teacher-made grammar test was administered to the two groups as the pretest. The instruction and material for both groups were the same, but the students in F2F group were asked to communicate orally and their oral chats were recorded by the teacher in order to analyze their conversations, while the students in SCMC group were asked to do the same task through texting in Telegram application on their cell phones and the chat scripts were saved for further analysis. At the end of the treatment, a post-test, parallel to the pretest was administered to both groups. The analysis of the data was accomplished through the application of paired and independent sample t-tests. The results revealed that the performance of the students in SCMC was better than that of F2F and there were significant differences in the performance of both groups in the pre and posttests. Based on the result of this study, both F2F and SCMC were effective methods for teaching grammar in EFL classes, but F2F collaborative dialogue, though was less significant than the SCMC should be also utilized as the second priority in teaching grammar in EFL class. The findings of the study could have important implications for EFL teachers, material developers, and non-native English learners.

Collaborative dialogue, Computer-mediated communication, Face to face communication, Grammatical proficiency

برای لینک‌دهی به این مقاله از آدرس زیر استفاده نمایید:

برای ارجاع در منابع از عبارت زیر استفاده کنید:
Tavanapour، Shahla، Chalak، Azizeh، 1398، Impact of Modality of Collaborative Dialogue on Iranian Intermediate EFL Learners Grammatical Proficiency، اولين کنفرانس بين المللي مطالعات زبان انگليسي، https://conf.ui.ac.ir/fa/archive_index.php?c=icels&aid=1505748