1. Applied Linguistics (Language Teaching and Learning)
Farshad Naseri; Ali Roohani; Azizullah Mirzaei
Abstract
While second/foreign language (L2) speaking fluency is essential for effective communication, fostering it in distance online education settings continues to pose substantial challenges. This study sought to examine the effectiveness of two motivation-based instructional frameworks/models, namely the ...
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While second/foreign language (L2) speaking fluency is essential for effective communication, fostering it in distance online education settings continues to pose substantial challenges. This study sought to examine the effectiveness of two motivation-based instructional frameworks/models, namely the ARCS-based and L2MSS vision-inspired models, in promoting L2 speaking fluency in an online learning context. In doing so, 61 upper-intermediate L2 (English) learners in three intact classes, chosen based on convenience sampling, were divided into two experimental groups and one control group. The experimental groups received instruction based on the ARCS (Attention, Relevance, Confidence, and Satisfaction) and L2MSS (Second Language Motivational Self System) frameworks, while the control group received conventional teaching. The three groups were pretested and posttested through structured interviews, with the resulting data imported into PRAAT software. The non-parametric test results revealed significant differences, with the ARCS and L2MSS groups outperforming the control group on speaking fluency measures such as the number of silent pauses and articulation rate. The findings underscore the importance of motivation-oriented interventions in the development of speaking fluency in distance learning.
1. Applied Linguistics (Language Teaching and Learning)
Moloud Kashiri; Mahboubeh Taghizadeh
Abstract
This study explored the styles and strategies used by online MA students of TEFL and investigated the relationship among their learning styles, learning strategies, and learning achievement. The participants were 87 online graduate students of TEFL at Iran University of Science and Technology (IUST). ...
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This study explored the styles and strategies used by online MA students of TEFL and investigated the relationship among their learning styles, learning strategies, and learning achievement. The participants were 87 online graduate students of TEFL at Iran University of Science and Technology (IUST). The instruments consisted of questionnaires on learning styles and strategies and average scores of online students. The results showed that the most learning style preferences were obtained by synthesizing, field-independent, closure-oriented, random-intuitive, and visual, while the lowest ones were related to field-dependent, auditory, tactile / kinesthetic, and open styles. Online students’ highest tendency was related to handling possibilities, while their lowest tendency was concerned with using physical senses. With regard to learning strategies, goal setting strategies received the highest mean, whereas task-strategies received the lowest mean. The results of binary logistic regression also revealed that high achievers were mostly grouped into visual, tactile, inclusive, closure, and open learning styles. However, there was no difference between high and low achieving students in learning strategy use. Online instructors are recommended to consider styles and strategies of online students and choose appropriate materials and methods based on their styles and strategies.
