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The Effect of Online Synchronous/Asynchronous Vs In-person Mediation on EFL Learners’ Writing Skills Development | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 08 مهر 1404 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2025.53553.3430 | ||
| نویسندگان | ||
| Elham Pourrasa1؛ Hassan Soleimani* 2؛ Maryam Farnia3؛ Fatemeh Takallou4 | ||
| 1PhD candidate, Department of Applied Linguistics and TEFL, Payame Noor University, Tehran, Iran. | ||
| 2Department of Applied Linguistics and TEFL, Payame Noor University, Tehran, Iran. | ||
| 3Department of English Language and Literature, Payame Noor University | ||
| 4English Language Department, Payame Noor University, Tehran, Iran | ||
| چکیده | ||
| Abstract As the demand for effective language instruction continues to rise in an increasingly digital world, understanding the impact of different synchronous/asynchronous mediation methods on language acquisition is crucial. Drawing on Vygotskian sociocultural theory and social constructivism, and adopting a quasi-experimental approach, this study explored the impact of online synchronous, online asynchronous, and in-person mediations on short-term and long-term general writing skills through one-on-one individual in-person and online dynamic assessment (DA) sessions over ONLYOFFFICE Personal and its upgraded version, ONLYOFFICE DocSpace. Moreover, it explored online synchronous-mediated learners’ and online asynchronous-mediated learners’ perceptions of computer-assisted language learning (CALL) using a Likert scale questionnaire. Sixty EFL university students preparing for the IELTS General exam participated in the study. Their general writing skills were assessed using IELTS task 1 samples from three books, and marked based on IELTS band descriptors. To analyze the data, Kruskal-Wallis and Chi-Square tests were used. The findings revealed that in-person mediation was significantly more effective than both online mediations in the short run. No significant difference was found between online synchronous and online asynchronous mediation in the short-term. However, online synchronous mediation proved to be more effective than its asynchronous counterpart in the long term, although not significantly different from in-person mediation. In addition, the results showed online synchronous-mediated students displayed more favorable attitudes than online asynchronous-mediated students. The study suggests tailored mediation approaches can enhance EFL learners’ writing proficiency in various educational contexts, providing valuable insights for educators and curriculum developers. | ||
| کلیدواژهها | ||
| Key words: in-person mediation؛ one-on-one dynamic assessment؛ online synchronous/asynchronous mediation؛ short-term and long-term writing development؛ ONLYOFFICE DocSpace | ||
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