Virtual Languaculture Task Implementation as a Mediator between EFL Teachers’ Digital Literacy and EFL Learners’ Speaking Fluency and Accuracy | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| مقاله 6، دوره 42، شماره 2، مرداد 2023، صفحه 149-171 اصل مقاله (954.46 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/tesl.2023.46753.3171 | ||
| نویسندگان | ||
| Parviz Ghasedi؛ Hooshang Yazdani* ؛ Moussa Ahmadian | ||
| Department of English Language and Literature, Faculty of Humanities, Arak University, Arak, Iran | ||
| چکیده | ||
| COPYRIGHTS ©2021 The author(s). This is an open access article distributed under the terms of the Creative Commons Attribution (CC BY 4.0), which permits unrestricted use, distribution, and reproduction in any medium, as long as the original authors and source are cited. No permission is required from the authors or the publisher. This study set out to explore the efficacy of EFL teachers' digital literacy in improving language learners' speaking fluency and accuracy through the development of virtual languaculture tasks. To this end, 52 male and 68 female EFL teachers from different areas of Kurdistan province participated in the study by completing a digital literacy scale developed by Ng (2012). Moreover, three groups of teachers, 12 high and 12 low-digitally literate teachers who used virtual languaculture tasks and 10 teachers who used traditional teaching methods participated in semi-structured interviews, and their teachings were observed for 8 sessions. Besides, by conducting an IELTS speaking test, 121 male and 122 female EFL learners of the three groups of teachers were selected to participate in this study. After conducting 16-session treatments, a speaking test was used as the posttest. The qualitative and quantitative data were analyzed via MAXQDA and SPSS. The results of one-way between-groups multivariate analysis of variance indicated the efficacy of the implementation of languaculture tasks in developing students' speaking fluency and accuracy. On the other hand, the qualitative phase of the study showed that being digitally literate influenced the development, implementation, variety, and complexity of languaculture tasks. Moreover, the attained results supported the superiority of the languaculture task as a mediator between instructors' digital literacy and learners' verbal ability. Accordingly, enhancing teachers' digital literacy and learners' critical languaculture awareness are suggested as useful strategies to improve language learners' speaking fluency and accuracy. | ||
| کلیدواژهها | ||
| Digital Literacy؛ Languaculture؛ Speaking Fluency and Accuracy؛ Virtual Education | ||
| مراجع | ||
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