Dousti Masoumeh, Amirian Zahra
Department of English Language and Literature, Faculty of Foreign Languages, University of Isfahan, Isfahan, Iran.
Educ Inf Technol (Dordr). 2023;28(2):1675-1696. doi: 10.1007/s10639-022-11215-0. Epub 2022 Aug 2.
In the era of web-based technology, the conventional instructions seem archaic and need to be replaced or improved with more novel technology-enhanced instructions (TEIs) that have been reported to enrich the instructional settings by providing further innovative teaching and learning opportunities. As a result, the present study aimed at not only examining but also comparing the effectiveness of web-mediated, blended, and purely online learning instructions on EFL learners' writing achievement in the Iranian context. Therefore, 49 homogenous participants were randomly assigned into the web-mediated leaning (WML) group that attended the workshop physically at predetermined times, the enriched virtual blended learning (EVBL) group that not only was provided with online sessions but also received compulsory in-person instructional sessions, and the purely online leaning (POL) group that merely received an online instruction. All learners delivered four argumentative essay writing pre-tests, performed the WebQuest tasks, engaged in pair/group works, completed all the sub-tasks, and finally wrote four essays as post-tests. The results of paired-samples -tests revealed that EFL learners' achievement in writing skill as a whole and writing sub-skills improved significantly from pre-tests to post-tests in all the WML, EVBL, and POL groups. The mentioned finding was vindicated considering the peculiar characteristic of EFL learners and the distinctive nature of TEIs. In addition, the results of one-way between-groups ANOVA indicated that WML and EVBL groups outperformed the POL group in the overall writing achievement, which was explained in the light of technology-related dimension, the interaction dimension, and the conventional perspective of education dimension. The presented findings can provide insights for stakeholders to incorporate more TEIs in developing EFL contexts.
在基于网络技术的时代，传统教学指导似乎已过时，需要用更新颖的技术增强型教学指导（TEIs）来取代或改进，据报道，这些指导通过提供更多创新的教学和学习机会丰富了教学环境。因此，本研究旨在考察并比较网络介导学习、混合式学习和纯在线学习指导对伊朗背景下英语外语学习者写作成绩的有效性。于是，49名情况相近的参与者被随机分为网络介导学习（WML）组，该组在预定时间亲自参加研讨会；丰富虚拟混合学习（EVBL）组，该组不仅有在线课程，还接受强制性的面对面教学课程；纯在线学习（POL）组，该组仅接受在线指导。所有学习者都进行了四次议论文写作前测，完成网络探究任务，参与小组合作，完成所有子任务，最后撰写四篇文章作为后测。配对样本检验结果显示，在所有WML、EVBL和POL组中，英语外语学习者的整体写作技能成绩和写作子技能从前测到后测都有显著提高。考虑到英语外语学习者的特殊特征和技术增强型教学指导的独特性质，上述发现得到了证实。此外，组间单因素方差分析结果表明，WML组和EVBL组在整体写作成绩上优于POL组，这从技术相关维度、互动维度和传统教育维度的角度进行了解释。研究结果可为利益相关者在发展英语外语教学环境中纳入更多技术增强型教学指导提供参考。
