| تعداد نشریات | 24 |
| تعداد شمارهها | 886 |
| تعداد مقالات | 7,900 |
| تعداد مشاهده مقاله | 14,905,374 |
| تعداد دریافت فایل اصل مقاله | 12,668,142 |
Lived Experience of Adult English Learners Learning English on the Phone | ||
| Teaching English as a Second Language Quarterly | ||
| مقاله 2، دوره 40، شماره 3، آبان 2021، صفحه 1-40 اصل مقاله (797.62 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2021.40422.2991 | ||
| نویسندگان | ||
| Zahra Abdi* 1؛ Maryam Mohsenpour2 | ||
| 1University of Southampton, England | ||
| 2Department of Educational Psychology, Faculty of Education and Psychology, Alzahra University, Tehran, Iran | ||
| چکیده | ||
| In line with the technological advancement during the last few decades, virtual learning has been addressed more widely, which affected English language teaching and learning as well. Since Covid 19 pandemic, which has resulted in the long-lasting closure of educational settings worldwide, virtual learning as the alternative of traditional education has been developed unprecedentedly. An option for virtual learning specifically for language teaching is teaching on the phone which has been mostly neglected in educational research. The aim of this study was to analyse the lived experience of 16 adult English language learners who experienced learning English through one-to-one, audio call sessions. Due to the pandemic, semi-structured interviews were conducted on the phone, which were recorded, transcribed and thematically analysed with a phenomenological approach. Many times revisions of the statements driven from the transcriptions resulted in six themes namely: a) learning on-the-phone as a new, satisfying experience, b) advantages, and c) disadvantages of one-to-one audio sessions, d) the participants’ preferences, e) the requisites of on-the-phone-learning, and f) the expectations of on-the-phone teacher, According to the result of this study, some educational recommendations for improving on-the-phone teaching are: covering four language skills through developing individualised lesson plans based on each learner’s needs and English language proficiency level; holding group video sessions along with one-to-one audio sessions; and using the facilities of messengers like WhatsApp to send audio, video and textual files to learners based on their needs and learning objectives. | ||
| کلیدواژهها | ||
| Virtual learning؛ Teaching/Learning English Language on the phone؛ Lived experience؛ Thematic analysis؛ Covid 19 pandemic | ||
| مراجع | ||
|
Abdou, A. (2014). Teaching English language vocabulary to ESL learners via mobile phone applications short message service (SMS): An investigation based on Arabic-speaking learners [Doctoral dissertation, The British University in Dubai.
Ali, W. (2020). Online and remote learning in higher education institutes: A necessity in light of COVID-19 pandemic. Higher Education Studies, 10(3), 16-25.
Al-Shamsi, A., Al-Mekhlafi, A. M., Al Busaidi, S., & Hilal, M. M. (2020). The effects of mobile learning on listening comprehension skills and attitudes of Omani EFL adult learners. International Journal of Learning, Teaching and Educational Research, 19(8),16-39.
Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76.
Ayati, M., & Sarani, H. (2014). The effect of teaching via mobile on the motivation and attitude on university students of English language. Journal of Technology of Education, 6(4), 235-243.
Azli, W. U. A. W., Shah, P. M., & Mohamad, M. (2018). Perception on the usage of mobile assisted language learning (MALL) in English as second language (ESL) learning among vocational college students. Creative Education, 9, 84-98. https://doi.org/10.4236/ce.2018.91008
Baleghizadeh, S., & Oladrostam, E. (2010). The effect of mobile assisted language learning (MALL) on grammatical accuracy of EFL students. MEXTESOLl Journal, 34(2), 1-10.
Bestiantono D. S., Agustina, P. Z. R., & Cheng, T. H. (2020). How students’ perspectives about Online learning amid the COVID-19 pandemic. Studies in Learning and Teaching, 1(3), 133-139.
Cai, H. (2012). E-learning and English teaching. IERI Procedia, 2, 841-846.
Chen, N. S., & Hsieh, S. W.(2008). Effects of short-term memory and content representation type on mobile language learning, Language Learning and Technology, 12 (3), 93-113.
Chickering, A. W., & Ehrmann, S. C. (1996). Implementing the seven principles: Technology as lever. AAHE Bulletin, 3-6.
Chinnery, G. M. (2006). Going to the MALL: Mobile assisted language learning. Language Learning and Technology, 10(1), 9–16.
Chung, S. J., & Choi, L. J. (2021). The development of sustainable assessment during the COVID-19 Pandemic: The case of the English Language. Sustainability,13, 4499. https://doi.org/10.3390/su13084499
Crawley, F. E., Fewell, M. D., & Sugar, W. A. (2009). Researcher and researched: The phenomenology of change from face-to-face to online instruction. The Quarterly Review of Distance Education, 10(2), 165–176.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.
Demuyakor, J. (2020). Coronavirus (COVID-19) and online learning in higher institutions of education: A survey of the perceptions of Ghanaian international students in China. Online Journal of Communication and Media Technologies, 10(3). https://doi.org/10.29333/ojcmt/828
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems, 49(1), 5-22.
Dung, D. T. H. (2020). The advantages and disadvantages of virtual learning. IOSR Journal of Research and Method in Education, 10(3), 45-48.
Frechette, J., Bitzas, V., Aubry, M., Kilpatrick, K., & Lavoie-Tremblay, M. (2020). Capturing lived experience: methodological considerations for interpretive phenomenological inquiry. International Journal of Qualitative Methods, 19, 1-12.
Ghafoorifard, M. (2020). The growth of virtual learning in Iran: the potential flourished by Corona virus. Iranian Journal of Medical Education, 20 (4), 33-34.
Gholami, J., & Azarmi, G. (2012). An introduction to mobile assisted language learning. International Journal of Management, IT and Engineering, 2(8), 1-9.
Ghorbani, N., & Ebadi, S. (2020). Exploring learners’ grammatical development in mobile assisted language learning, Cogent Education, 7(1), 1-14. https://doi.org/10.1080/2331186X.2019.1704599
Gromik, N. (2012). Cell phone video recording feature as a language learning tool: A case study. Computers and Education, 58(1), 223-230.
Guiterrez-Colon Plana, M., Gimeno, A., Appel, C., Hopkins, J., Gibert, I., & Triana, I. (2013, July 10-12). Improving learners’ reading skills through instant short messages: A sample study using WhatsApp. Proceedings of the WorldCALL 2013 Conference, Glasgow.
Hasan, M., & Islam, A. S. (2020). The effectiveness of mobile assisted language learning (MALL) on ESL listening skill. Journal of Literature and Language Teaching, 11(2), 188-202.
Hassan Taj, I., Sulan, N., Sipra, M., & Ahmad, W. (2016). Impact of mobile assisted language learning (MALL) on EFL: A meta-analysis. Advances in Language and Literary Studies, 7(2), 76-83.
Hayati, A., Jalilifar, A., & Mashhadi, A. (2013). Using short message service (SMS) to teach English idioms to EFL students. British Journal of Educational Technology, 44(1), 66-81.
Hill, J. R., Wiley, D., Nelson, L. M., & Han, S. (2004). Exploring research on Internet-based learning: From infrastructure to interactions. Handbook of Research on Educational Communications and Technology, 2, 433-460.
Kubat, U. (2018). Identifying the individual differences among students during learning and teaching process by science teachers. International Journal of Research in Education and Science, 4(1), 30-38.
Lester, S. (1999). An introduction to phenomenological research. Stan Lester Developments.
Levy, M., & Kennedy, C. (2005). Learning Italian via mobile SMS. In A. Kukulska-Hulme & J. Traxler (Eds.), Mobile learning: A handbook for educators and trainesr (pp. 76-83). Taylor and Francis.
Lincoln, Y.S., & Guba, E.G. (1985). Naturalistic inquiry. Sage.
Lowerison, G., Cote, R., Abrami, P.& Lavoie, M. (2016). Revisiting learning theory for e-learning. In S. Carliner, & P. Shank (Eds.),The e-learning handbook: Past promises, present challenges (pp. 423-459). John Wiley and Sons.
Lu, M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6), 515-525.
Maffioli, E. M. (2020). Collecting data during an epidemic: A novel mobile phone research method. Journal of International Development, 32(8), 1231-1255.
Mantzoukas, S. (2005). The inclusion of bias in reflective and reflexive research: A necessary prerequisite for securing validity. Journal of Research in Nursing, 10, 279– 295.
McCombs, B. L. (2000). Assessing the role of educational technology in the teaching and learning process: a learner-centered perspective. Proceedings of Secretary's Conference on Educational Technology.
Mehta, N. K. (2012). Mobile phone technology in English teaching: Causes and concerns. The Modern Journal of Applied Linguistics, 2(4), 82-92.
Melitz, J. (2016). English as a global language. In V. Ginsburgh & S. Weber (Eds.), The Palgrave handbook of economics and language (pp. 583-615). Palgrave Macmillan.
Patil, R. S. (2018). E-learning technologies in English language teaching at tribal area. E-Learning, 3(2), 24-29.
Rao, P. S. (2019). The role of English as a global language. Research Journal of English, 4(1), 65-79.
Rodgers, B. L. (2005). Interpretive inquiry: The mirror cracked. InDeveloping nursing knowledge: Philosophical traditions andinfluences (pp. 145–159). Lippincott Williams and Wilkins.
Rubin, H. J., & Rubin, I. S. (2011). Qualitative interviewing: The art of hearing data. Sage.
Ryan-Nicholls, K.D., & Will, C.I. (2009). Rigour in qualitative research: Mechanisms for control. Nurse Researcher, 16(3), 70–85.
Salameh, O. (2011). A multimedia offline cell phone system for English language learning. International Arab Journal of e-Technology, 2(1), 44-48.
Saldaña, J. (2016). The coding manual for qualitative researchers. (3rded.). Sage.
Sarani, H., Ayati, M., & Naderi, F. (2014). The effects of teaching English language course via phone and email on learning and achievement's motivation. Quarterly Journal of Research and Planning in Higher Education, 20(3) 141-159.
Shahzad, S. K., Hussain, J., Sadaf, N., Sarwat, S., Ghani, U., & Saleem, R. (2020). Impact of virtual teaching on ESL learners' attitudes under COVID-19 circumstances at post graduate level in Pakistan. English Language Teaching, 13(9), 1-9.
Shenton, A. K. (2004). Strategies for ensuring trustworthiness in qualitative research projects. Education for Information, 22(2), 63-75.
Simpson, O. (2018). Supporting students in online, open and distance learning. Routledge.
Stockwell, G. (2013). Tracking learner usage of mobile phones for language learning outside of the classroom. In P. Hubbard, M. Schulz & B. Smith (Eds), Learner-computer interaction in language education: A festschrift in honor of Robert Fischer (pp. 118-136). CALICO.
Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal of Computer Assisted Learning, 21(3), 217-228.
Turc, L. (2017). Mobile-assisted language learning (MALL). RATE Issues, Available at https://rate.org.ro/blog2.php/1/mobile-assisted-language-learning-mall
Viberg, O., & Grönlund, Å. (2012). Mobile assisted language learning: A literature review. In 11th World Conference on Mobile and Contextual Learning.
Yi, Y., & Jang, J. (2020). Envisioning possibilities amid the COVID‐19 pandemic: Implications from English language teaching in South Korea. TESOL Journal, 11(3), 1-5. https://doi.org/ 10.1002/tesj.543
Zairova, N., & Reymova, A. (2020). Teaching English as a Second Foreign Language. Academic Research in Educational Sciences, 1(1). 297-303. | ||
|
آمار تعداد مشاهده مقاله: 961 تعداد دریافت فایل اصل مقاله: 915 |
||